LA 

7 / :ond Series 



Bulletin No. 



THE INSTITUTE OF 
INTERNATIONAL EDUCATION 

GUIDE BOOK FOR FOREIGN STUDENTS 
IN THE UNITED STATES 







,, 

n 



NEW YORK 
JULY I, I92I 






The Institute of International Education 

419 West 117th Street, New York 
Stephen P. Duggan, Ph.D. 

DIRECTOR 

Mary L. Waite 

EXECUTIVE SECRETARY 

Telephone: Morningside 8491 Cable Address: "Intered' 

ADMINISTRATIVE BOARD 

Herman V. Ames Paul Monroe 

L. H. Baekeland John Bassett Moore 

Marion Le Roy Burton Henry Morgenthau 

Nicholas Murray Butler Dwight W. Morrow 

Stephen Pierce Duggan E. H. Outerbridge 

Dr. Walter B. James Henry S. Pritchett 

Alice Duer Miller Mary E. Woolley 

BUREAU DIVISIONS 

Europe Stephen P. Duggan 

Far East Paul Monroe 

Latin America Peter H. Goldsmith 

Scholarships and Fellowships Virginia Newcomb 

International Relations Clubs Margaret C. Alexander 



THE INSTITUTE OF 
INTERNATIONAL EDUCATION 

GUIDE BOOK FOR FOREIGN STUDENTS 
IN THE UNITED STATES 




NEW YORK 
JULY I, I92I 



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TABLE OF CONTENTS 

Chapter I. Organization of Education in the United 
. States Page 

Complexity I 

Uniformity of Standard I 

Variety 2 

State Systems 2 

Municipal Institutions 3 

Private Institutions 3 

Denominational Institutions 4 

Classification 5 

Kindergarten 5" 

The Elementary School 5 

The Secondary School 6 

The American College 6 

The University 8 

Comparison with European and Latin American 

Institutions 9 

Chapter II. The Undergraduate College 

The Colleges of Liberal Arts and Sciences 11 

College Entrance Requirements 12 

Accredited Higher Institutions 15 

Chapter III. Post-Graduate Education 

The Graduate School 25 

Equivalence of French Degrees 25 

Equivalence of British Degrees 26 

Chapter IV. Professional Education 

College of Agriculture 28 

School of Veterinary Medicine 33 

School of Architecture 33 

School of Commerce 34 

School of Dentistry 36 

School of Education 39 

School of Engineering 40 



School of Forestry 47 

School of Journalism 48 

School of Law . 49 

School of Medicine 53 

School of Pharmacy 57 

School of Theology 60 

Chapter V. Summer Schools and Extension Work 

The Summer School 64 

Extension Teaching 64 

Chapter VI. Women's Colleges 

Admission 68 

Expenses 68 

The Students 69 

Physical Education 70 

Degrees 71 

Committee of Welcome 71 

Chapter VII. College Life 

Athletics 73 

Fraternities and Clubs 73 

Religious Organizations 75 

Hazing 75 

Chapter III. Foreign Student Organizations 

Corda Fratres-Association of Cosmopolitan Clubs . 77 

Chinese Students' Alliance 77 

The Hindustan Association of America 77 

The Filipino Students' Federation in America ... 78 

Other Foreign Student Organizations 78 

Committee on Friendly Relations Among Foreign 

Students 79 

Societies Interested in Foreign Students 81 

Chapter IX. Number and Distribution of Foreign 

Students 82 

Chapter X. Living Conditions 

Lodging and Boarding Facilities 84 

Expenses 84 

Vacations 86 



Travel 87 

Student Aid and Self Help 88 

Chapter XI. Special Problems 

Choice of a School 90 

Knowledge of English 91 

Finances 91 

Appendix 

Table of Degrees 93 

Bibliography 97 

Map of the United States and Table Showing Dis- 
tances of Cities of the United States from New 
York City 
Summary of Foreign Students in the United States 

Index 



PREFACE 

There are today more then 10,000 foreign students in 
the institutions of higher education in the United States 
and in all probability not only will that number increase 
absolutely but relatively to the total student enrollment. 
These foreign students come from practically every 
country in the world and many of them find considerable 
difficulty in making their orientation here. The semesters, 
granting of credits, fees, student activities, in fact nearly 
all aspects of education differ from those to which they 
have been accustomed. Much time, money, and energy 
might be saved were foreign students provided with a 
clear statement of conditions pertaining to higher educa- 
tion in the United States before leaving their native 
land. It is to serve this purpose that this booklet is 
issued by the Institute. 

The basis of this booklet is a manuscript prepared for 
the Committee on Friendly Relations Among Foreign 
Students by Dr. Philip K. Hitti, formerly an instructor 
and now returning as professor of Oriental History in 
the American University of Beruit, Syria, to whom 
grateful acknowledgment is made. The fact that Dr. 
Hitti was at one time a foreign student in an American 
institution and later an instructor in another, enabled 
him to look at the problem from more viewpoints than 
would probably be true of an American instructor. The 
manuscript, however, has been submitted to a number 
of college and university administrators and foreign 
students, and considerable changes have been made in it 
as it was received from the Committee on Friendly 
Relations. The Institute is particularly indebted to 
Dr. I. L. Kandel of Teachers College, Columbia Uni- 
versity, for the many valuable suggestions he has made. 



The Institute of International Education 



standards of admission to, and graduation from, the 
principal types of institutions are almost identical. 
The usual length of the elementary school course is 
eight years. The age of compulsory attendance is gener- 
ally from seven or eight to fourteen or fifteen, and there 
is an upward tendency to sixteen. Public secondary 
schools, also called high schools, offer ordinarily a four- 
year course, which is a continuation of the elementary 
school course. The college course with rare exceptions 
is four years in length. There is, however, a widespread 
movement to reorganize the twelve-years' course in ele- 
mentary and high schools and to devote six years to 
elementary education, and six to secondary, with a 
further tendency to divide the six years of secondary 
work into a three-year junior high school course, and a 
three-year senior high school course. Thus, underneath 
the apparent dissimilarity in the foundation, manage- 
ment, and control of the educational systems in the United 
States, there is, nevertheless, a fundamental unity of 
purpose, and a unity of standards and methods. 

Variety 

State Systems. The Constitution of the United States 
does not provide for the control of education by the 
Federal Government. The Commissioner of Education 
in Washington has only power to collect and distribute 
information on conditions of education in this country 
and elsewhere. Each state, therefore, assumes the task 
of devising and pursuing its own system. 

The educational systems of the various states have 
grown up independently of one another. Their dates 
of establishment cover a period of almost exactly one 
century, in the course of which the people have held 
different philosophies of life and theories of education. 
The common conception of the part states should play 



Opportunities for Higher Education in the United States 3 

in promoting and controlling education has also varied 
according to time and locality. In the comparatively 
newer states of the West and the Middle West the theory 
prevails that all education from the kindergarten through 
the university should be supported and managed by the 
state or local government. On the other hand, in the 
older states and particularly in the East, elementary 
and secondary education are left to the state, but higher 
education is conducted through independent institutions 
founded originally under various auspices, principally 
religious. 

The first public school was established at Dorchester, 
Massachusetts, in 1639. It was maintained in part by 
the town and in part by fees paid by the parents of the 
students attending it. The first public school to be main- 
tained by general taxation was established by vote in 
the Dedham, Massachusetts, town meeting on January 
1, 1644. In 1640, Rhode Island, by a vote of the colony, 
set apart one hundred acres "for a school for encourage- 
ment of the proper sort to train up their youth in learn- 
ing." The school was located at Newport. 

Municipal Institutions. Education is accepted as a 
state function but large cities have the right within their 
charters to develop their own educational policies and 
institutions. These institutions are mostly of the ele- 
mentary and secondary types. In recent times, however, 
a number of municipalities have entered the field of 
higher education and we have as a result the College of 
the City of New York, the Universities of Cincinnati, 
Toledo, Akron, etc., while a number of other cities espe- 
cially in the West are beginning to provide the first two 
years of college work in junior colleges. 

Private Institutions. The American private school is 
a distinctive expression of national character, yet like 
other American institutions its origin should be traced 



The Institute of International Education 



back to European countries. In earlier times ecclesiastical 
control prevailed but later the influence became political. 
The private school antedates the public. One of the 
first private funds for education in America was estab- 
lished in 1657, by the bequest of Edward Hopkins, an 
uncle of Elihu Yale, and one time governor of Connecticut. 
Out of the Hopkins bequest grew three educational 
foundations — the Hopkins Grammar School at New 
Haven, the Hopkins Academy at Hadley, and the fund 
granted to Harvard College. 

During the early part of the nineteenth century private 
initiative was to a large extent responsible for educational 
activity in the provision of secondary and higher educa- 
tion in the United States. While the academies were 
multiplying, many new educational influences were at 
work, fostered by private individuals and societies. 

Denominational Institutions. The most extensive pri- 
vate elementary educational system in the United States 
is that of the Roman Catholic Church. In 1790, the 
Roman Catholic Church established its diocesan govern- 
ment in this country and immediately established pa- 
rochial schools. As the number of Catholics increased 
through immigration, the teaching orders of the Church 
opened schools in all parts of the Union. The establish- 
ment of Catholic schools received a new impetus from 
the Baltimore Council of 1884, in which parish priests 
were charged with the establishment of parochial schools, 
and Catholic parents were directed to send their children 
to them. 

The Protestant churches were earlier in the field of 
education than the Catholic church. Methodist academies 
date from the early decades of the last century. Almost 
all other denominations have since entered the field of 
education, but their activities are in general confined 
to higher education. 



Opportunities for Higher Education in the United States 5 



Classification 

Kindergarten. The first institution of learning to 
which the child makes his way is the kindergarten. 
Children below six or seven are received in it. 

The first kindergarten in this country was opened at 
Watertown, Wisconsin, in 1855, by Mrs. Carl Schurz, and 
was followed by others in German communities. The earli- 
est American kindergarten was established in i860, in 
Boston by Miss Elizabeth Peabody, who, in 1867, went to 
Germany to study under Froebel in his Blankenburg kin- 
dergarten. On her return the following year there was es- 
tablished in Boston the first kindergarten training school. 
In 1874, Mr. S. H. Hill, of Florence, Massachusetts, 
contributed funds to found the first charity kindergarten. 
The greatest charity kindergarten, however, was devel- 
oped in San Francisco where the Golden Gate Association 
at one time maintained as many as forty-one charity 
kindergartens. Honorable W. T. Harris, Superintendent 
of St. Louis' public schools and later United States 
Commissioner of Education, in cooperation with Miss 
Susan E. Blow, opened, in 1873, an experimental kinder- 
garten in connection with the public schools of St. Louis. 
This proved to be a success and the movement spread 
throughout the country. At present there are over 
four thousand five hundred kindergartens, public and 
private, which enroll upwards of two hundred thousand 
pupils. 

The Elementary School. The elementary school, as 
we have observed, was first instituted in Massachusetts. 
Except in New England, the management of the district 
elementary schools began in most cases with the Church 
and gradually got into the hands of the smallest political 
subdivision, known as the "district." The schools held 
three, and sometimes four, months' sessions in the winter. 



The Institute of International Education 



The Secondary School. The oldest secondary school 
in this country is the Boston Latin School which was 
established in 1635, by vote of the citizens in a town 
meeting. Following the Boston initiative similar schools 
were established in New Haven (1642), Hartford (1642), 
and New Amsterdam (1659). The William Penn Charter 
School of Philadelphia and the King Williams School 
in Annapolis are products of the close of this century. 

The Revolutionary War was a time of transition and 
a new type of institution, known as the Academy, sprang 
up following the English precedent. The earliest school 
by that name was established in Philadelphia in 1751, 
as the result of a proposal made by Benjamin Franklin 
in 1743. 

At the beginning of the nineteenth century, the first 
step in the establishment of public high schools to supple- 
ment the academies was taken, under the lead of Boston, 
in 1821. 

The American College. The American college was 
the first institution for higher education to be founded 
in the United States. Harvard was the first college 
established in America — the date of its founding being 
1636, six years after the founding of the Massachusetts 
Bay Colony. Boston at that time was a village of about 
thirty houses. Oxford and Cambridge furnished the 
prototype for Harvard College. Most of its earlier 
graduates entered the Christian ministry. 

The second college, that of William and Mary, was 
founded in Williamsburg, Virginia, in 1693; and the third 
college was Yale, which originated with a meeting of 
pastors in Branford, near New Haven, and was located 
at Saybrook, Connecticut, for fifteen years after its 
establishment in 1701. The second period of activity 
covers the latter half of the eighteenth century and 
includes King's College, now Columbia (1754); The 



Opportunities for Higher Education in the United States 7 

University of Pennsylvania (1757); Princeton, formerly 
the College of New Jersey, (1746); Brown University 
(1764) ; Queen's College, now Rutgers, (1766) ; Dartmouth 
(1770); and Hampden-Sydney (1776). These were fol- 
lowed sometime later by a new type, the state uni- 
versity — Tennessee (1794); North Carolina (1789); 
Georgia (1784); Indiana (1820); and Virginia (1819). 
Many smaller denominational colleges, some of which 
have obtained a great prominence, like Williams (1793); 
Bowdoin (1794); and Amherst (1821), were also founded 
in this period. 

In the third period, which began the latter part of 
the nineteenth century, three great forces for the advance- 
ment of American higher education were at work; the 
Civil War, commercial prosperity, and the scientific 
movement. Under this stimulus such institutions as 
Cornell (1868), Johns Hopkins (1876), Leland Stanford, 
Jr. (1891), and the University of Chicago (1892), were 
founded. 

The colleges today vary considerably in size ; the major- 
ity are independent institutions and do not offer graduate 
work at all, or only within the limits of their resources. 
The small college, while more restricted in its offerings 
and limited in its equipment, offers other advantages 
which for the foreign student may outweigh the dis- 
advantages. The personal touch and relationship which 
are more likely to prevail in a smaller college offer an 
atmosphere in which the foreign student may more readily 
identify himself with the spirit of the institution. 

Most of the small colleges were and still are denomina- 
tional. Although they may attract mainly students from 
their own denominations, they are open to all. These 
denominational institutions are most numerous in the 
South and Middle West. While they lay special stress 
on religious education and outlook, the tendency to require 



The Institute of International Education 



attendance at religous exercises is not as marked as it 
once was. Opportunities for religious worship are found, 
however, in all institutions, as a rule, irrespective of 
their affiliations. 

Many of the leading institutions for higher technical 
instruction while not bearing the title of college or uni- 
versity, are equal in rank and general character. Such 
are the foremost engineering colleges, like the Massa- 
chusetts Institute of Technology, Worcester Polytechnic 
Institute, Rensselaer Polytechnic Institute, Stevens In- 
stitute of Technology, Carnegie Institute of Pittsburgh, 
and the Case School of Applied Science. Many of the 
states through federal grants have established and main- 
tain separate institutions for agriculture and engineering. 

While, as will be seen from the list of colleges given 
on pages 16-24, many of the colleges are coeducational, a 
number of independent women's colleges exist. Their 
general characteristics in point of scholarship, academic 
status, and college life are given in some detail in Chapter 
VI. 

The American college is a unique institution. It seems 
to have no exact counterpart in the educational system 
of any other country. It is the nucleus from which all 
higher institutions of learning have sprung. Traditionally, 
its curriculum covers a period of four years and leads to 
the Baccalaureate degree. 

The University. The American university is the out- 
growth and the expansion of the American college. 
Before the last quarter of the nineteenth century there 
were no universities in the modern sense of the term. 
With the rise of professional schools of theology, law, 
and medicine, the American college began to approach 
university organization. The university then came to 
be designated as an institution composed of a college 
and one or more professional schools, each under the 



Opportunities for Higher Education in the United States 9 

control of a separate faculty. Nevertheless the terms 
"college" and "university" are still sometimes used inter- 
changeably and are often confused. In some states it 
has been possible to secure a university charter on the 
strength of achievement possible in the future, rather 
than accomplished in the past. Thus today we find 
many colleges offering but a single course leading to 
the Bachelor's degree and yet chartered as a university. 
In the strictest sense of the term a university is an insti- 
tution maintaining, in addition to the college proper, 
professional and graduate departments offering advanced 
degrees. The specialized departments of the university 
include besides the graduate schools of arts and sciences, 
schools or colleges of engineering, agriculture, medicine, 
pharmacy, law, commerce, education, and theology. 
Columbia, California, Chicago, and Illinois universities, 
each have a dozen or more of such schools or depart- 
ments. In their early development American univer- 
sities consciously followed the German type. 

Comparison with European and Latin American 
Institutions 

The lack of standard which we have previously observed 
is the chief characteristic which distinguishes the Amer- 
ican system of education from the European systems. 
Experiments in education are constantly being conducted 
in this country and the results accomplished by one 
institution are available to all others. The individualism 
of the American people is nowhere else better revealed 
than in their institutions of education. 

Another feature of American education is its demo- 
cratic character. Next to the political institutions the 
educational institutions best reflect the democratic 
tendencies of the American people. American education 
is so graded as to make the secondary school the con- 



io The Institute of International Education 

tinuation of the elementary school, and the college the 
continuation of the secondary school. In France and 
Germany, and to a certain extent in England, the ele- 
mentary and secondary systems are not well articulated. 
Transference from the one to the other is not easy except 
at one or two points. The elementary school in many 
cases is not a preparatory institution for the secondary 
school but an institution furnishing education for the 
children of the laboring and artisan classes, whereas the 
secondary school is intended to fit the more well-to-do 
children for the professions and for civil life. Much of 
the work that is done by the French lycee and the German 
nine-year secondary schools is included here in the 
secondary school and in the first two years of college. 

The standard attained by the completion of an Ameri- 
can secondary or high school course together with the 
first two years of college would correspond approximately 
to that of the Baccalaureat of the French lycee, or the 
Abiturientenzeugnis of the German gymnasium. Our 
professional schools which require two years of college 
study for entrance have an equivalence with the French 
and German universities, which are open only to the 
holders of the Baccalaureate degree from the lycee or 
the gymnasium respectively. 



Opportunities for Higher Education in the United States 1 1 

Chapter II 
THE UNDERGRADUATE COLLEGE 

The Colleges of Liberal Arts and Sciences 

At the core of every American university stands the 
collegiate department variously called the undergraduate 
department, the school, department or college of arts 
and sciences, the college of letters, the college of liberal 
arts, etc. Graduates of recognized high schools and 
private schools, and students who give evidence of equiva- 
lent preparation are admitted to the school of arts and 
sciences. 

The average age of students entering college is eighteen 
or nineteen years, making the average at graduation 
twenty-two to twenty-three years. 

The College offers a four-year course leading to the 
Bachelor's degree, of which there are three chief groups, 
namely— A.B., B.S. and Ph.B.* 

The early practice of prescribing courses of study for 
the Bachelor's degree has practically broken down. 
The required studies are confined to two or three subjects 
and the student is allowed freedom of choice with respect 
to the rest of the program. A still later development, 
known as the "group system" came to meet the needs 
of students, and was first put into practice at Johns 
Hopkins University. The theory is that work should be 
concentrated along certain lines to definite ends. Certain 
groups of studies are organized to correlate with a single 
central subject and to permit the students to choose 
one of these groups. Princeton was a pioneer in what 
is called the "preceptorial system" by which each student 

* See Table of Degrees, p. 93. 



12 The Institute of International Education 

is carefully supervised and assisted in his studies. The 
assistant professors are the preceptors, whose duty it is 
to meet the students in little groups to give advice and 
test the faithfulness and accuracy of their work. The 
semester system is followed by most universities — the 
first semester extending from the latter part of September 
to early February, and the second semester terminating 
about the middle of June, but the practice of dividing 
the year into four terms is gaining in favor especially 
in the West. Some of the universities in California open 
in August and close in May. Each semester culminates 
in an examination designed to test the knowledge of 
the student in the branches he has studied. Many of 
the colleges have adopted the "honor system" in the 
written examinations according to which no proctors 
supervise the examination period. This system endeavors 
to cultivate honesty in examinations. The offender is 
usually suspended by the Student Council. 

The instruction in the school of arts and sciences is 
carried on by means of lectures, recitations, discussions, 
and various kinds of written exercises. In the Freshman 
and Sophomore years — the first two years of the college 
course — instructors usually assign a definite number 
of pages from a prescribed textbook and the student's 
knowledge is tested by recitation. In the last two years 
lectures become more the rule and periodic examinations 
take the place of formal recitations. 

College Entrance Requirements 

Admission to a standard American college is, in general, 
based on the completion of a four-year course in a secon- 
dary school. Expressed in terms of the "unit," it is the 
equivalent of fourteen to sixteen units. A "unit" repre- 
sents a year's study in any subject in a secondary school, 
constituting approximately a quarter of a full year's 



Opportunities for Higher Education in the United States 13 

work. A four-year secondary school curriculum should 
be regarded as representing not more than sixteen units 
of work. 

This definition assumes that the length of the school 
year is thirty-six to forty weeks; that a period is from 
forty to sixty minutes in length and that the study is pur- 
sued for four or five periods a week. 

There are three methods of admission; first by cer- 
tificate from an accredited high school. This method 
prevails in the West and Middle West. Second by an 
examination conducted by the college, itself, or by the 
College Entrance Examination Board. This method 
is followed in the East. The third method is by passing 
a "psychological test." This method, recently adopted 
by Columbia University, is a further development of 
the type of tests used by the School of Military Aero- 
nautics during the war and is meant to determine, not 
so much the fund of information possessed by the student 
as his ability accurately and clearly to use his common 
sense. Only those who complete their secondary school 
work with high records are allowed to take the test. 

The physical condition of a student is more and more 
being taken into consideration by college authorities. 
Some colleges are beginning to require a certificate of 
health for admission. 

Foreign students are advised to bring with them as 
detailed a statement as possible of the nature and amount 
of work pursued and completed by them. Such state- 
ments should be translated into English, wherever 
necessary. It is especially important to present diplomas 
or certificates obtained from institutions previously 
attended by them and preferably those that are usually 
recognized in the countries of their origin. They should 
also bring copies of the calendars of the universities or 
institutions in which they have studied. 



H 



The Institute of International Education 



It is suggested that students bring no ordinary text- 
books since the libraries supply all the copies needed. 
What is wanted, however, is material dealing with educa- 
tion in your own country, such as reports, pamphlets, 
etc., of which there is usually a great dearth here. 

The Credit System. Students from foreign countries 
are sometimes confused when reading about points and 
credits in the American university calendars. Therefore, 
a short word of explanation may be necessary in this 
connection. A particular course in the calendar is put 
down as counting two or three points (or hours) 
per semester or term, as the case may be. This repre- 
sents roughly the number of hours of work in lectures 
and in preparation that is expected to be devoted to 
it. A student "gets his points" {i.e. passes his course) 
if he has attended regularly, done the work, and passed 
the examination in this particular subject at the end of 
the semester. 

The average student takes about fifteen points per 
semester. This will leave him to complete the hundred 
and twenty points that is normally required for the 
Bachelor's degree in four years (at the rate of thirty 
points a year). In some universities tuition fees are 
fixed sums per semester; in others, like Columbia, Chicago, 
etc., they are proportional to the number of points taken. 
In some state colleges no fees are charged to a student 
after he has been a resident for one year in the country. 

This system enables students to work at almost any 
rate they please within the limits of human possibility. 
Some students who do outside work to earn a living, carry 
proportionally less points, and it will take them corres- 
pondingly longer to get the full number of points required 
for a degree. Other students with ability and energy 
enough to devote every possible moment to studying 
may considerably shorten their period of study by carry- 



Opportunities for Higher Education in the United States 15 

ing more than the average number of points per semester 
and by attending summer sessions where from six to 
eight points per session may be earned. It is, however, 
advisable that during the first semester students do not 
take more than the normal number of points, since it 
usually takes some time to become adapted to the new 
conditions of work. When, therefore, a calendar says 
that it requires a minimum from sixty to seventy-five 
points post-graduate work for the Ph.D., candidates 
must remember that whatever time is devoted to the 
Ph.D. thesis must be added to the two years or more; 
and this will vary, as has been said before, with the 
difficulty of the problem and the amount of work already 
done upon it. If candidates prefer to work on their 
dissertations contemporaneously with their class work 
(as very many do) it will only mean that the required 
number of points will be spread out over a longer period 
of time than an individual puts in on his work. In the 
case of the higher degrees, the number of points are given 
simply as a general indication of the time and work that 
will be involved. It is not prescribed in any sense nor 
in every case strictly adhered to. In each individual 
case it depends on the general status of scholarship at- 
tained, and on the judgment of the faculty of a department 
in which a candidate is majoring as to whether he is 
fully qualified to proceed to the final examination, or 
not. In most cases the number of points indicated will 
be a bare minimum. 

Accredited Higher Institutions 

The list of institutions given below was drawn up by 
the American Council on Education and printed in the 
Educational Record, April, 1920. It represents those 
institutions whose degrees may be accepted for advanced 
study by American and foreign universities. 



i6 



The Institute of International Education 



ALABAMA 






University of Alabama 


University 


Coed 


ARIZONA 






University of Arizona 


Tucson 


Coed 


CALIFORNIA 




California Institute of Technology 


Pasadena 


Men 


Leland Stanford Junior University 


Stanford University 


Coed 


Mills College 


Mills College 


Women 


Occidental College 


Los Angeles 


Coed 


Pomona College 


Claremont 


Coed 


University of California 


Berkeley 


Coed 


University of Southern California 


Los Angeles 


Coed 


COLORADO 




Colorado Agricultural College 


Fort Collins 


Coed 


Colorado College 


Colorado Springs 


Coed 


University of Colorado 


Boulder 


Coed 


University of Denver 


University Park 


Coed 


CONNECTICUT 




Connecticut College for Women 


New London 


Women 


Trinity College 


Hartford 


Men 


Wesleyan University 


Middletown 


Men 


Yale University 


New Haven 


Men 


DISTRICT OF COLUMBIA 




Catholic University of America 


Washington 


Men 


George Washington University 


Washington 


Coed 


Georgetown University 


Washington 


Men 


Trinity College 


Washington 


Women 


FLORIDA 






Florida State College for Women 


Tallahassee 


Women 


John R. Stetson University 


De Land 


Coed 


University of Florida 


Gainesville 


Men 


GEORGIA 






Agnes Scott College 


Decatur 


Women 


Emory University 


Oxford 


Men 


Mercer University 


Macon 


Men 


University of Georgia 


Athens 


Men 


Wesleyan College 


Macon 


Women 



Opportunities for Higher Education in the United States 17 



IDAHO 



University of Idaho 



Moscow 



Coed 



Armour Institute of Technology 

Augustana College 

Carthage College 

Illinois College 

Illinois Wesleyan University 

Illinois Women's College 

James Millikin University 

Knox College 

Lake Forest College 

Lewis Institute 

Lombard College 

Monmouth College 

Northwestern College 

Northwestern University 

Rockford College 

University of Chicago 

University of Illinois 

Wheaton College 



Butler College 

De Pauw University 

Earlham College 

Franklin College 

Hanover College 

Indiana State Normal School 

Indiana University 

Purdue University 

Rose Polytechnic Institute 

St. Mary of the Woods 

University of Notre Dame 

Wabash College 



Coe College 
Cornell College 
Drake University 
Dubuque College 
Crinnell College 
Iowa State College of Agricultural 
and Mechanical Arts 



ILLINOIS 




Chicago 


Men 


Rock Island 


Coed 


Carthage 


Coed 


Jacksonville 


Coed 


Bloomington 


Coed 


Jacksonville 


Women 


Decatur 


Coed 


Galesburg 


Coed 


Lake Forest 


Coed 


Chicago 


Coed 


Galesburg 


Coed 


Monmouth 


Coed 


Naperville 


Coed 


Evanston 


Coed 


Rockford 


Women 


Chicago 


Coed 


Urbana 


Coed 


Wheaton 


Coed 


INDIANA 




Indianapolis 


Coed 


Greencastle 


Coed 


Earlham 


Coed 


Franklin 


Coed 


Hanover 


Coed 


Terre Haute 


Coed 


Bloomington 


Coed 


La Fayette 


Coed 


Terre Haute 


Men 


Terre Haute 


Women 


Notre Dame 


Men 


Crawfordsville 


Men 


IOWA 




Cedar Rapids 


Coed 


Mount Vernon 


Coed 


Des Moines 


Coed 


Dubuque 


Men 


Grinnell 


Coed 



Ames 



Coed 



1 8 The Institute of International. Education 


Iowa State Teachers' College 


Cedar Falls 


Coed 


Iowa Wesleyan College 


Mt. Pleasant 


Coed 


Luther College 


Decorah 


Men 


Morningside College 


Sioux City 


Coed 


Parsons College 


Fairfield 


Coed 


Penn College 


Oskaloosa 


Coed 


Simpson College 


Indianola 


Coed 


State University of Iowa 


Iowa City 


Coed 


Upper Iowa University 


Fayette 


Coed 


Union College of Iowa 


Des Moines 


Men 


KANSAS 






Baker University 


Baldwin 


Coed 


Bethany College 


Lindsborg 


Coed 


College of Emporia 


Emporia 


Coed 


Fairmount College 


Wichita 


Coed 


Friends University 


Wichita 


Coed 


Kansas State Agricultural College 


Manhattan 


Coed 


Midland College 


Atchison 


Coed 


Ottawa University 


Ottawa 


Coed 


Southwestern College 


Winfield 


Coed 


University of Kansas 


Lawrence 


Coed 


Washburn College 


Topeka 


Coed 


KENTUCKY 




Central University of Kentucky 


Danville 


Men 


Georgetown College 


Georgetown 


Coed 


Transylvania College 


Lexington 


Coed 


University of Louisville 


Louisville 


Coed 


University of Kentucky 


Lexington 


Coed 


LOUISIANA 




Louisiana State University 


Baton Rouge 


Coed 


Tulane University of Louisiana 


New Orleans 


Men 


Sophie Newcomb College for Women 


New Orleans 


Women 


MAINE 






Bates College 


Lewiston 


Coed 


Bowdoin College 


Brunswick 


Men 


Colby College 


Waterville 


Coed 


University of Maine 


Orono 


Coed 


MARYLAND 




Goucher College 


Baltimore 


Women 


Johns Hopkins University 


Baltimore 


Coed 


Loyola College 


Baltimore 


Men 



Opportunities for Higher Education in the United States 19 


Maryland State College 


College Park 


Men 


Mt. St. Mary's College 


Emmitsburg 


Men 


Rock Hill College 


Ellicott City 


Men 


St. John's College 


Annapolis 


Men 


Washington College 


Chestertown 


Coed 


Western Maryland College 


Westminster 


Coed 


MASSACHUSETTS 




Amherst College 


Amherst 


Men 


Boston College 


Boston 


Men 


Boston University 


Boston 


Coed 


Clark College 


Worcester 


Men 


Clark University 


Worcester 


Men 


Harvard University 


Cambridge 


Men 


Holy Cross College 


Worcester 


Men 


Massachusetts Agricultural College 


Amherst 


Coed 


Massachusetts Institute of Technology 


Cambridge 


Coed 


Mount Holyoke College 


South Hadley 


Women 


Radcliffe College 


Cambridge 


Women 


Smith College 


Northampton 


Women 


Tufts College 


Tufts College 


Coed 


Wellesley College 


Wellesley 


Women 


Williams College 


Williamstown 


Men 


Worcester Polytechnic Institute 


Worcester 


Men 


MICHIGAN 




Adrian College 


Adrian 


Coed 


Albion College 


Albion 


Coed 


Alma College 


Alma 


Coed 


Hillsdale College 


Hillsdale 


Coed 


Hope College 


Holland 


Coed 


Kalamazoo College 


Kalamazoo 


Coed 


Michigan Agricultural College 


East Lansing 


Coed 


Michigan College of Mines 


Houghton 


Men 


Olivet College 


Olivet 


Coed 


University of Detroit 


Detroit 


Men 


University of Michigan 


Ann Arbor 


Coed 


MINNESOTA 




Carleton College 


Northfield 


Coed 


College of St. Catherine 


St. Paul 


Women 


College of St. Teresa 


Winona 


Women 


College of St. Thomas 


St. Paul 


Men 


Gustavus Adolphus College 


St. Peter 


Coed 


Hamline University 


St. Paul 


Coed 



20 The Institute 


of International Education 




Macalester College 


St. Paul 


Coed 


St. Olaf College 


Northfield 


Coed 


University of Minnesota 


Minneapolis 

MISSISSIPPI 


Coed 


Millsaps College 


Jackson 


Coed 


University of Mississippi 


University 

MISSOURI 


Coed 


Central College 


Fayette 


Coed 


Drury College 


Springfield 


Coed 


Missouri Valley College 


Marshall 


Coed 


Missouri Wesleyan College 


Cameron 


• Coed 


Park College 


Parkvillc 


Coed 


St. Louis University 


St. Louis 


Men 


Tarkio College 


Tarkio 


Coed 


University of Missouri 


Columbia 


Coed 


Washington University 


St. Louis 


Coed 


Westminster College 


Fulton 


Men 


William Jewell College 


Liberty 

MONTANA 


Men 


Montana State College of Agriculture 




and Mechanic Arts 


Bozeman 


Coed 


University of Montana 


Missoula 

NEBRASKA 


Coed 


Bellevuc College 


Bellevue 


Coed 


Cotner University 


Bethany 


Coed 


Creighton University 


Omaha 


Men 


Doane University 


Crete 


Coed 


Grand Island College 


Grand Island 


Coed 


Hastings College 


Hastings 


Coed 


Nebraska Wesleyan University University Place 


Coed 


Union College 


College View 


Coed 


University of Nebraska 


Lincoln 


Coed 


University of Omaha 


Omaha 


Coed 


York College 


York 

NEVADA 


Coed 



University of Nevada 



Reno 



Coed 



NEW HAMPSHIRE 

Dartmouth College Hanover 

New Hampshire College of Agricul- 
tural and Mechanic Arts Durham 



Men 
Coed 



Opportunities for Higher Education in the United States 21 


NEW JERSEY 




College of St. Elizabeth 


Convent Station 


Women 


Princeton University 


Princeton 


Men 


Rutgers College 


New Brunswick 


Men 


Stevens Institute of Technology 


Hoboken 


Men 


NEW MEXICO 




New Mexico College of Agriculture 






and Mechanic Arts 


State College 


Coed 


NEW YORK 




Adelphi College 


Brooklyn 


Coed 


Alfred University 


Alfred 


Coed 


Barnard College 


New York City 


Women 


Brooklyn Polytechnic Institute 


Brooklyn 


Men 


Canisius College 


Buffalo 


Men 


Cathedral College 


New York City 


Men 


Clarkson School of Technology 


Potsdam 


Men 


Colgate University 


Hamilton 


Men 


College of the City of New York 


New York City 


Men 


Columbia University 


NeW York City 


Coed 


Cornell University 


Ithaca 


Coed 


D'Youville College 


Buffalo 


Women 


Elmira College 


Elmira 


Women 


Fordham University 


Fordham 


Men 


Hamilton College 


Clinton 


Men 


Hobart College 


Geneva 


Coed 


Hunter College 


New York City 


Women 


Manhattan College 


New York City 


Men 


New York State Teachers' College 


Albany 


Coed 


New York University 


New York City 


Coed 


Niagara University 


Niagara 


Men 


Rensselaer Polytechnic Institute 


Troy 


Men 


St. Francis Xavier College 


Brooklyn 


Men 


St. John's College 


Brooklyn 


Men 


St. Lawrence University 


Canton 


Coed 


St. Stephen's College 


Annandale 


Men 


Syracuse University 


Syracuse 


Coed 


Union University 


Schenectady 


Men 


University of Rochester 


Rochester 


Coed 


Vassar College 


Poughkeepsie 


Women 


Wells College 


Aurora 


Women 


NORTH CAROLINA 




Davidson College 


Davidson 


Men 


Trinity College 


Durham 


Coed 



22 



The Institute of International Education 



University of North Carolina 
Wake Forest College 



Chapel Hill 
Wake Forest 



NORTH DAKOTA 



North Dakota Agricultural College 
Fargo College 
Jamestown College 
University of North Dakota 



Agricultural College 
Fargo 
Jamestown 
University 



Coed 
Men 



Coed 
Coed 
Coed 
Coed 



Baldwin Wallace College 

Case School of Applied Science 

College of Wooster 

Defiance College 

Dennison University 

Heidelberg University 

Hiram College 

Kenyon College 

Lake Erie College 

Marietta College 

Miami University 

Municipal University of Akron 

Mt. Union College 

Muskingum College 

Oberlin College 

Ohio State University 

Ohio University 

Ohio Wesleyan University 

Otterbein University 

University of Cincinnati 

Western College for Women 

Western Reserve University 

Wittenberg College 



Berea 

Cleveland 

Wooster 

Defiance 

Granville 

Tiffin 

Hiram 

Gambier 

Painesville 

Marietta 

Oxford 

Akron 

Alliance 

New Concord 

Oberlin 

Columbus 

Athens 

Delaware 

Westerville 

Cincinnati 

Oxford 

Cleveland 

Springfield 



OKLAHOMA 



Oklahoma Agricultural and Mechanical 

College Stillwater 

Oklahoma College for Women Chickasha 

University of Oklahoma Norman 



OREGON 



Pacific University 
Reed College 
University of Oregon 
Williamette University 



Forrest Grove 
Portland 
Eugene 
Salem 



Coed 

Men 

Coed 

Coed 

Coed 

Coed 

Coed 

Men 

Women 

Coed 

Coed 

Coed 

Coed 

Coed 

Coed 

Coed 

Coed 

Coed 

Coed 

Coed 

Women 

Coed 

Coed 



Coed 

Women 

Coed 



Coed 
Coed 
Coed 
Coed 



Opportunities for Higher Education in the United Stales 23 


PENNSYLVANIA 




Allegheny College 


Meadville 


Coed 


Bryn Mawr College 


Bryn Mawr 


Women 


Bucknell University 


Lewisburg 


Coed 


Dickinson College 


Carlisle 


Coed 


Franklin and Marshall College 


Lancaster 


Men 


Haverford College 


Haverford 


Men 


Lafayette College 


Easton 


Men 


Lebanon Valley College 


Annville 


Coed 


Muhlenburg College 


Allentown 


Men 


Lehigh University 


South Bethlehem 


Men 


Pennsylvania College 


Gettysburg 


Coed 


Pennsylvania State College 


State College 


Coed 


Susquehanna University 


Selinsgrove 


Coed 


Swarthmore College 


Swarthmore 


Coed 


Temple University 


Philadelphia 


Coed 


University of Pennsylvania 


Philadelphia 


Coed 


University of Pittsburgh 


Pittsburgh 


Coed 


Ursinus College 


Collegeville 


Coed 


Washington and Jefferson College 


Washington 


Men 


Wilson College 


Chambersburg 


Women 


RHODE 


ISLAND 




Brown University 


Providence 


Coed 



SOUTH CAROLINA 

College of Charleston Charleston 

Converse College Spartanburg 

University of South Carolina Columbia 

Wofford College Spartanburg 

SOUTH DAKOTA 

Dakota Wesleyan University Mitchell 

Huron College Huron 
South Dakota College of Agriculture 

and Mechanic Arts Brookings 

University of South Dakota Vermilion 

Yankton College Yankton 

TENNESSEE 

George Peabody College for Teachers Nashville 

Maryville College Maryville 

Southwestern Presbyterian University Clarksville 

University of Chattanooga Chattanooga 

University of Tennessee Knoxville 

University of the South Sewanee 

Yanderbilt University Nashville 



Men 
Women 
Coed 
Men 

Coed 
Coed 

Coed 
Coed 
Coed 

Coed 
Coed 
Men 
Coed 
Coed 
Men 
Coed 



24 The Institute 


of International Education 






TEXAS 






Baylor University 




Waco 


Coed 


Southwestern University 




Georgetown 


Coed 


Rice Institute 




Houston 


Coed 


Trinity University 




Waxahachie 


Coed 


University of Texas 


UTAH 


Austin 


Coed 


University of Utah 




Salt Lake City 


Coed 




VERMONT 




Middlebury College 




Middlebury 


Coed 


University of Vermont 


VIRGINIA 


Burlington 


Coed 


College of William and Mary 




Williamsburg 


Men 


Emory and Henry College 




Emory 


Coed 


Hampden-Sidney College 




Hampden-Sidney 


Men 


Randolph- Macon College 




Ashland 


Men 


Randolph-Macon Woman's College 


Lynchburg 


Women 


Richmond College 




Richmond 


Coed 


Roanoke College 




Salem 


Men 


University of Virginia 




Charlottesville 


Coed 


Washington and Lee University 


Lexington 


Men ' 




WASHINGTON 




State College of Washington 




Pullman 


Coed 


University of Washington 




Seattle 


Coed 


Whitman College 




Walla Walla 


Coed 




WEST VIRGINIA 




West Virginia University 




Morgantown 


Coed 




WISCONSIN 




Beloit College 




Beloit 


Coed 


Carroll College 




Waukesha 


Coed 


Lawrence College 




Appleton 


Coed 


Marquette University 




Milwaukee 


Men 


Milton College 




Milton 


Coed 


Milwaukee- Downer College 




Milwaukee 


Women 


Northwestern College 




Watertown 


Men 


Ripon College 




Ripon 


Coed 


St. Clara College 




Sinsinawa 


Women 


University of Wisconsin 




Madison 


Coed 




WYOMING 





University of Wyoming 



Laramie 



Coed 



Opportunities for Higher Education in the United States 25 

Chapter III 
POST-GRADUATE EDUCATION 

The Graduate School 

The cap-stone of the American University is the 
graduate school of arts and sciences, more often called 
the graduate faculty, or the faculty of philosophy. It 
admits as students only those who hold a Bachelor's 
degree from a college of recognized standing and offers 
courses leading to the Master's degrees (A.M., M.S., 
M.Ped., etc.) and the Doctor's degrees (Ph.D., Sc.D.). 

No definite practice has yet been established for the 
admission of foreign students to graduate standing. The 
subject is, however, being considered by special committees 
representing the Institute of International Education, 
the American University Union in Europe, and the 
American Council on Education. Two of these have 
already made recommendations with the approval of the 
leading graduate schools in the country, on the admis- 
sion of students from France and the British Empire. 
It should be noted that admission to graduate standing 
does not imply the granting of a degree within any 
definite period. The recommendations on the admission 
of French and British students are as follows: 

Recommendations Concerning the Admission of Holders of 
Degrees from French Institutions 

1. That the French "licence" be accepted as the equivalent of 
the American M.A. degree. 

2. That the holders of the Baccalaureate who produce evidence 
of having done one year of graduate study in a French university 
be admitted to graduate standing. 

3. That holders of the Baccalaureate be admitted for one year 
as "unclassified students" and if they prove their fitness, be then 
admitted to graduate standing. 



26 The Institute of International Education 

4. With regard to engineering, medical and other professional 
degrees, no recommendation is made, as each case must be dealt 
with on a comparison of the studies required with those already 
taken. The Office National des Universites et Ecole Franchises, 
1834 Broadway, New York City, holds itself in readiness, however, 
to offer information promptly in case of difficulty. 

Recommendations Concerning the Admission of Holders of 
Degrees from British Institutions 

1. That students or graduates of Canadian institutions who 
are candidates for admission to undergraduate or graduate stand- 
ing at colleges and universities in the United States be classified 
for purposes of admission as if they had studied at American 
higher institutions. 

2. That holders of the Bachelor's degree from universities in 
England, Wales, and Ireland and holders of the Master's degree 
from universities in Scotland (the M.A. is the first degree at 
Scottish universities) be admitted to graduate registration in 
American universities, the status of each individual with reference 
to candidacy for a higher degree to be determined by the merits 
of his case. 

3. That holders of the Bachelor's degree from universities in 
Australia, New Zealand, and South Africa and from government 
universities in India be admitted to graduate registration in Amer- 
ican universities, the status of each individual with reference to 
candidacy for a higher degree to be determined by the merits of 
his case. 

4. That administrative officers should note that many holders 
of the Bachelor's degree from institutions mentioned in paragraphs 
2 and 3 may need to spend at least two years in preparation for 
the Master's degree at an American university. But men who 
have graduated with high honors from one of the institutions noted 
in paragraphs 2 and 3 will ordinarily proceed to the Master's degree 
at an American institution in the minimum period. 

It is expected that other Committees representing the 
same organizations will make recommendations of a sim- 
ilar character for students from other countries. These 
proposals, however, will not absolve a foreign student 



Opportunities for Higher Education in the United States 27 

from the necessity of bringing detailed official records, 
translated into English, of their previous education as 
well as diplomas and certificates obtained. 

Almost all the American graduate schools have been 
developed within the last generation. Nevertheless 
the progress achieved by many of them has been un- 
paralleled by any other university department. Students 
from abroad will find opportunities for graduate study 
and investigation in the leading American universities 
that compare most favorably with any European uni- 
versity. 

The Master's degree is usually awarded to students 
who have pursued post graduate studies for at least one 
academic year devoted, as a rule, to not more than three 
studies, one of which, the major subject, receives the 
claims of the greater part of the student's time and 
interest. The requirements may include the writing 
of a thesis approved by the appropriate department. 

The Doctor's degree is awarded to students who have 
pursued post graduate courses for usually three years 
and who have satisfied their particular departments of 
their mastery of a special subject, and of general acquain- 
tance with the broader field of knowledge of which their 
subject forms a part. This mastery is demonstrated, 
not only by oral and written examination, but by a 
thesis or dissertation in addition, embodying the results 
of original investigation and research on some topic 
previously approved by the professor in charge of the 
major subject. Some universities require the publication 
of the dissertation. 



28 The Institute of International Education 

Chapter IV 
PROFESSIONAL EDUCATION 

The College of Agriculture 

The typical school or college of agriculture offers to 
graduates ,of accredited high schools, or equivalent 
secondary schools, a four-year course in agriculture 
leading to the degree of Bachelor of Science. Most of 
the colleges of agriculture also offer opportunities for 
postgraduate work leading to the degree of Master of 
Science or Master of Science in Agriculture, and to the 
degree Doctor of Philosophy. 

While many universities undertake to give instruction 
in medicine, engineering, law and the other professions, 
agriculture is practically the only one which finds a 
place in every state university and land-grant college. 
In the Morrill, or Land-Grant Act of 1862, the United 
States Congress made grants of public lands to the states, 
based on their respective representation in Congress, 
the proceeds from the sale of which should constitute 
a perpetual fund, the income from which should be devoted 
"to the endowment, support, and maintenance of at 
least one college where the leading object shall be, without 
excluding other scientific and classical subjects, and 
including military tactics, to teach such branches of 
learning as are related to agriculture and the mechanic 
arts." 

In many of the states this land-grant became the basis 
for the establishment of a state university. By a series 
of subsequent acts the federal government has further 
endowed these land-grant colleges, both for resident 
teaching and also for the establishment and maintenance 



Opportunities for Higher Education in the United States 29 

of agricultural experiment stations in connection there- 
with and for the creation of a far-reaching system for 
extension and non-resident teaching. Under the state 
and federal acts the state universities and land-grant 
colleges are therefore required to do three kinds of work: 
resident teaching, agricultural research, and agricultural 
extension. 

The colleges of agriculture now embrace a wide range 
of specialized departments of instruction, such as animal 
husbandry, poultry husbandry, agricultural chemistry, 
dairy industry, agricultural economics, farm manage- 
ment, entomology, farm crops, vegetable crops, flori- 
culture, forestry, pomology or fruit growing, landscape 
gardening, meteorology, plant breeding, plant pathology, 
soil technology, rural education, rural sociology, rural 
engineering, and home economics. Many of them also 
include the basic sciences on which agriculture rests. 

The typical course of instruction includes fundamental 
sciences, language, economics, mathematics, together 
with technical instruction in agriculture and practical 
work in laboratories, shops, greenhouses, barns, and 
farms. 

Colleges and Schools of Agriculture 

The following list of schools and colleges of agriculture 
is taken from the Educational Directory, 1919-20, 
issued by the Department of the Interior, Bureau of 
Education, Washington, D. C. 

ALABAMA 

Alabama Polytechnic Institute Auburn 

ARIZONA 

University of Arizona Tucson 

ARKANSAS 

University of Arkansas Fayetteville 



30 



The Institute of International Education 



CALIFORNIA 

University of California 

COLORADO 

Colorado Agricultural College 

CONNECTICUT 

Connecticut Agricultural College 

DELAWARE 

Delaware College 

FLORIDA 

University of Florida 

GEORGIA 

Georgia State College of Agriculture and the 
Mechanic Arts 



Berkeley 



Fort Collins 



Storrs 



Newark 



Gainesville 



Athens 



University of Idaho 
University of Illinois 
Purdue University 



ILLINOIS 



INDIANA 



Moscow 



Urbana 



La Fayette 



Iowa State College of Agriculture and 
Mechanic Arts 

KANSAS 

Kansas State Agricultural College 

KENTUCKY 
University of Kentucky 

LOUISIANA 

Louisiana State University and Agricultural 
and Mechanical College 



Ames 



Manhattan 



Lexington 



Baton Rouge 



University of Maine 



Orono 



Opportunities for Higher Education in the United States 31 



MARYLAND 

Maryland State College of Agriculture 

MASSACHUSETTS 

Massachusetts Agricultural College 

MICHIGAN 

Michigan Agricultural College 

MINNESOTA 

University of Minnesota 

MISSISSIPPI 

Mississippi Agricultural and Mechanical 
College 



MISSOURI 



University of Missouri 



College Park 
Amherst 
East Lansing 
Minneapolis 

Agricultural College 
University 



Montana State College of Agriculture and 
Mechanic Arts 



NEBRASKA 



University of Nebraska 



Bozeman 



Lincoln 



University of Nevada 



NEW HAMPSHIRE 



New Hampshire College of Agriculture and 
Mechanic Arts 



Reno 



Durham 



NEW JERSEY 




Rutgers College 


New Brunswick 


NEW MEXICO 




New Mexico College of Agriculture and 
Mechanic Arts 


State College 


NEW YORK 




New York State College of Agriculture 

(Cornell University) 
Syracuse University 


Ithaca 
Syracuse 



3 2 The Institute of International Education 



NORTH CAROLINA 

North Carolina State College of Agriculture 
and Engineering 

NORTH DAKOTA 

North Dakota Agricultural College 



West Raleigh 
Agricultural College 



Ohio State University 



OKLAHOMA 



Oklahoma Agricultural and Mechanical 
College 



Oregon Agricultural College 



Pennsylvania State College 



Rhode Island State College 



OREGON 



PENNSYLVANIA 



RHODE ISLAND 



SOUTH CAROLINA 



Clemson Agricultural College 



SOUTH DAKOTA 



South Dakota State College of Agriculture 
and Mechanic Arts 



University of Tennessee 



TENNESSEE 



TEXAS 



Agricultural and Mechanical College of 
Texas 



Agricultural College of Utah 



Columbus 

Stillwater 
Corvallis 
State College 
Kingston 
Clemson College 

Brookings 
Knoxville 

College Station 
Logan 



University of Vermont and State Agri- 
cultural College 



Burlington 



Opportunities for Higher Education in the United States 33 



Virginia Agricultural and Mechanical College 
and Polytechnic Institute 



State College of Washington 
West Virginia University 
University of Wisconsin 

University of Wyoming 



WASHINGTON 



WEST VIRGINIA 



WISCONSIN 



Blacksburg 
Pullman 
Morgantown 
Madison 

Laramie 



The School of Veterinary Medicine 

The interdependence between animal and plant hus- 
bandry has made it necessary for several states to main- 
tain schools of veterinary medicine. They are located 
in connection with the agricultural colleges in most of 
the states. 

The schools of veterinary medicine offer to graduates 
of a four-year secondary school a four-year course leading 
to the degree of D. V. M. The New York State Veter- 
inary College administered by Cornell University is 
located at Ithaca, New York. The course consists of 
such sciences, as animal husbandry, chemistry, botany, 
zoology, physiology and anatomy, with courses in animal 
pathology, surgery, and medicine. Clinical facilities 
are provided. 

The School of Architecture 

The minimum entrance requirement to schools of 
architecture is a high school education. In some cases 
such preliminary requirement includes a few definitely 
prescribed subjects. The usual length of a course leading 
to the degree of B.Arch. or B.S. in Arch, is four years, 
during which practical work during the vacation may be 



34 The Institute of International Education 

required. In one instance (Columbia University), two 
years of college work are required for admission followed 
by four years of specialization in architecture; and in 
two cases (Harvard and University of California), college 
graduation is required. In combination with schools 
or colleges of engineering a number of schools of archi- 
tecture offer courses in architectural engineering, leading 
to the degree of B.S. in Architectural Engineering. Grad- 
uate courses leading after one year of study to the M.A. 
or M.Arch., or M.S. in Arch.* are offered in many insti- 
tutions. 

Collegiate Schools of Architecture 

Members of the Association of the Collegiate Schools of 

Architecture 

Carnegie Institute of Technology, Pittsburgh, Pennsylvania 

Columbia University, New York 

Cornell University, Ithaca, New York 

Harvard University, Cambridge, Massachusetts 

Massachusetts Institute of Technology, Cambridge, Massachusetts 

Syracuse University, Syracuse, New York 

University of California, Berkeley, California 

University of Illinois, Urbana, Illinois 

University of Michigan, Ann Arbor, Michigan 

University of Minnesota, Minneapolis, Minnesota 

University of Oregon, Eugene, Oregon 

University of Pennsylvania, Philadelphia, Pennsylvania 

Washington University, Seattle, Washington 

The School of Commerce 

The schools of commerce, of business, or of business 
administration in the United States may be classified 
in three groups: 

First — Those corresponding to the collegiate course 
of four years which require a complete high school edu- 
cation. These schools give a degree in commerce at the 

*See Table of Degrees, p. 93. 



Opportunities for Higher Education in the United States 35 

completion of the four years. The course combines 
cultural subjects and technical business training. In 
this group belongs the Wharton School of the University 
of Pennsylvania. 

Second — Schools which require two or three years of 
collegiate preparation followed by two years of technical 
and professional study. This course leads also to the 
degree of B.S. in Business given by Columbia University, 
and Amos Tuck School of Dartmouth College. 

Third — The graduate school of business administration 
which calls for a complete college course and is thus 
offered only to graduates and confers a graduate degree 
as at Harvard University. 

Somewhat different from these three types is the five- 
year cooperative business course offered by the Uni- 
versity of Cincinnati, in which class study and office 
work are combined. 

Schools of Commerce 

Members of the Association of Collegiate Schools of Business 

CALIFORNIA 

University of California, College of Commerce Berkeley 

GEORGIA 

Georgia Institute of Technology, School of Commerce Atlanta 

ILLINOIS 

University of Chicago, School of Commerce and 

Administration Chicago 

Northwestern University, School of Commerce Evanston 

LOUISIANA 

Tulane University of Louisiana, College of Commerce 

and Business Administration New Orleans 

MASSACHUSETTS 

Boston University, College of Business Administration Boston 

Harvard University, Graduate School of Business 

Administration Cambridge 



36 



The Institute of International Education 



MICHIGAN 

University of Michigan, Committee on Business Ad- 
ministration 

MINNESOTA 

University of Minnesota, School of Commerce 

NEBRASKA 

University of Nebraska, College of Business Admin- 
istration 

NEW YORK 

Columbia University, School of Business 

New York University, School of Commerce, Accounts 

and Finance 
Syracuse University, School of Business Administration 

NEW HAMPSHIRE 

Dartmouth College, Amos Tuck School of Business 
Administration 



Ann Arbor 



Minneapolis 



Lincoln 



New York 

New York 
Syracuse 



Hanover 



Ohio State University, College of Commerce 
University of Cincinnati, College of Engineering and 
Commerce 

PENNSYLVANIA 

University of Pennsylvania, Wharton School of Com- 
merce and Finance 
University of Pittsburgh, School of Economics 

TEXAS 

University of Texas, School of Business Administration 

WISCONSIN 

University of Wisconsin, Course in Commerce 



Columbus 
Cincinnati 



Philadelphia 
Pittsburgh 



Austin 



Madison 



The School of Dentistry 

The course in dentistry is four years in duration and 
is open in a majority of dental colleges to graduates of 
accredited high schools and leads to the degree of D.D.S. 
Two schools confer the degree D.M.D. 



Opportunities for Higher Education in the United States 37 

Beginning the 1921-1922 year, a goodly number of 
the leading schools will require one year of collegiate 
training for entrance. Columbia University requires 
two years of preliminary collegiate work and the first 
two years of the dental course are very largely devoted 
to the study of elementary biologic subjects with the 
medical students, upon completion of which is conferred 
the degree, B.S. in Dentistry. The third and fourth 
years are given to strictly dental training and lead to 
the degree of D.D.S. This plan is about to be followed 
by several other university dental schools. 

There are no less than forty-eight schools of dentistry 
in connection with universities and colleges. American 
schools of dentistry are mostly well equipped and offer 
unexcelled facilities for clinical work and study. American 
practitioners of dentistry enjoy world-wide reputation. 

There is a growing tendency on the part of states and 
universities to regard dentistry as a specialized branch 
of medical science. 

Schools of Dentistry 

CALIFORNIA 

University of Southern California, College of 

Dentistry Los Angeles 

College of Physicians and Surgeons, Department 

of Dentistry San Francisco 

University of California, College of Dentistry San Francisco 

COLORADO 
Colorado College of Dental Surgery, University 

of Denver Denver 

DISTRICT OF COLUMBIA 

George Washington University, Department of 

Dentistry Washington 

Howard University, Dental College Washington 

GEORGIA 

Atlanta Dental College Atlanta 

Southern Dental College Atlanta 



38 



The Institute of International Education 



ILLINOIS 

Chicago College of Dental Surgery, Valparaiso 

University 
Northwestern University Dental School 
University of Illinois, College of Dentistry 

INDIANA 

Indiana Dental College, University of Indiana 
Valparaiso University, College of Dentistry 

IOWA 

State University of Iowa, College of Dentistry 

KENTUCKY 

University of Louisville, College of Dentistry 

LOUISIANA 

Loyola School of Dentistry, Loyola University 
Tulane University of Louisiana, School of Dentistry 

MARYLAND 

Baltimore College of Dental Surgery 
University of Maryland, Dental Department 

MASSACHUSETTS 

Harvard University, Dental School 
Tufts College, Dental School 

MICHIGAN 

University of Michigan, College of Dental Surgery 

MINNESOTA 

University of Minnesota, College of Dentistry 

MISSOURI 

Kansas City Western Dental College 
St. Louis University, School of Dentistry 
Washington University, School of Dentistry 

NEBRASKA 

University of Nebraska, College of Dentistry 
Creighton University, College of Dentistry 

NEW JERSEY 

College of Jersey City, Department of Dentistry 



Chicago 
Chicago 
Chicago 



Indianapolis 
Valparaiso 



Iowa City 



Louisville 



New Orleans 
New Orleans 



Baltimore 
Baltimore 



Boston 
Boston 



Ann Arbor 



Minneapolis 



Kansas City 
St. Louis 
St. Louis 



Lincoln 
Omaha 



Jersey City 



Opportunities for Higher Education in the United States 39 



NEW YORK 



University of Buffalo, College of Dentistry Buffalo 

College of Dental and Oral Surgery of New York New York City 

Columbia University, Dental Department New York City 

New York College of Dentistry New York City 



Cincinnati College of Dental Surgery 
Ohio College of Dental Surgery 
Western Reserve University, Dental School 
Ohio State University, College of Dentistry 



Cincinnati 
Cincinnati 
Cleveland 
Columbus 



North Pacific College of Dentistry 



PENNSYLVANIA 



Temple University, School of Dentistry 
Thomas W. Evans Museum and Dental Institute 

School of Dentistry, University of Pennsylvania 
University of Pittsburgh, School of Dentistry 



TENNESSEE 



College of Dentistry, University of Tennessee 
Vanderbilt University, Dental Department 
Meharry Dental College 



Portland 



Philadelphia 

Philadelphia 
Pittsburgh 



Memphis 

Nashville 
Nashville 



College of Dentistry, Baylor University 
Texas Dental College 

VIRGINIA 

School of Dentistry, Medical College of Virginia 

WISCONSIN 

Marquette University, Dental Department 



Dallas 
Houston 



Richmond 



Milwaukee 



The School of Education 

The school of education is comparatively new and is 
distinctly American, whereas the normal school is Euro- 
pean in origin. The general aim of the School of Edu- 
cation is to prepare prospective high school teachers, 
school principles, and superintendents. In some univer- 
sities it is a distinct school offering a four-years' course 



40 The Institute of International Education 

leading to a Bachelor's degree. Frequently there is 
merely offered a two-years' course, superimposed on the 
Sophomore year, leading to the degree. Occasionally 
it is a department of the university, recommended as 
any other department, for the degree. 

For high school graduates the normal school course 
covers two or three years. Most states maintain normal 
schools for the training of teachers for the elementary 
schools. 

Good schools of education provide opportunities for 
observation and for the practice of teaching. In the 
professional part of their curricula they offer instruction 
in such subjects as history of education, principles of 
education, methods of teaching, educational psychology, 
educational sociology, educational administration, and 
the various aspects of secondary, elementary, and kinder- 
garten education. 

There is a growing tendency for the school of education 
to relegate to the collegiate department that part of its 
curriculum which is cultural, and thus to stand on a 
graduate basis. Graduate courses in education leading 
to the degrees of M.A. and Ph.D. are now offered by the 
graduate departments of many universities, especially by 
the state universities. Among the foremost specialized 
schools of education are Teachers College, Columbia Uni- 
versity, and the Schools of Education of the University of 
Chicago, Harvard University, and Yale University, the 
last two having been organized but recently. 

The School of Engineering 

The school of applied science or engineering offers to 
graduates of secondary schools a four-year course leading 
to the degree of B.S. in civil, mechanical, mining, metal- 
lurgical, electrical, hydraulic, architectural, chemical 
or sanitary engineering. Though most universities 



Opportunities for Higher Education in the United States 41 

require only a high school certificate, some universities 
require graduation from a scientific school in good stand- 
ing for admission. Columbia University has adopted a 
combined six-year course of college and professional 
work. In certain institutions, separate schools are 
maintained for mining, mechanical, electrical, and other 
forms of engineering and sometimes a five or six-year 
course is offered. In these cases the degree conferred 
is usually E.E., M.E., C.E., or A.E. 

The work in these schools, being mainly professional, 
tends to be more prescribed than elective. It is more 
practical or concrete than purely academic work; a 
great part being carried on in laboratories and machine 
shops belonging to the universities, and with supple- 
mentary work in the factories or industrial organizations 
of the city. The so-called cooperative course in engineer- 
ing by which a student attends classes for two weeks 
and works in a shop for an equivalent period of time 
alternately, was first instituted in the University of 
Cincinnati. Many other schools, such as the Georgia 
School of Technology, have since followed the lead. Such 
a course usually covers five years. 

In recent years several universities have begun to 
offer graduate work in engineering science, leading to 
the degrees of M.S., Ph.D., and Sc.D. The conditions 
are practically the same as those prevailing in the graduate 
school of arts and sciences. 

Engineering Schools 

The following list is a complete one of the colleges and 
schools of engineering and is taken from the Educational 
Directory, 1919-20, issued by the Department of the 
Interior, Bureau of Education, Washington, D.C. : 

ALABAMA 

Alabama Polytechnic Institute Auburn 

University of Alabama University 



42 



The Institute of International Education 



University of Arizona 
University of Arkansas 



ARKANSAS 



CALIFORNIA 



University of California 
University of Southern California 
Throop College of Technology 
University of Santa Clara 
Leland Stanford Junior University 

COLORADO 

University of Colorado 
Colorado College 
Colorado Agricultural College 
State School of Mines 

CONNECTICUT 

Sheffield Scientific School (Yale University) 

DELAWARE 

Delaware College 

DISTRICT OF COLUMBIA 

Catholic University of America 
George Washington University 
Howard University 



Tucson 



Fayetteville 



Berkeley 
Los Angeles 
Pasadena 
Santa Clara 
Stanford University 



Boulder 

Colorado Springs 
Fort Collins 
Golden 



New Haven 



Newark 



Washington 
Washington 
Washington 



University of Florida 



University of Georgia 
Georgia School of Technology- 



University of Idaho 



GEORGIA 



IDAHO 



Gainesville 



Athens 
Atlanta 



Moscow 



ILLINOIS 




Armour Institute of Technology 


Chicago 


Lewis Institute 


Chicago 


Northwestern University 


Evanston 


University of Illinois 


Urbana 



Opportunities for Higher Education in the United States 43 



Purdue University 
University of Notre Dame 
Rose Polytechnic Institute 
Valparaiso University 



La Fayette 
Notre Dame 
Terre Haute 
Valparaiso 



Iowa State College of Agriculture and Mechanic 
Arts 



KANSAS 



University of Kansas 

Kansas State Agricultural College 



University of Kentucky 



KENTUCKY 



LOUISIANA 



Louisiana State University and Agricultural and 

Mechanical College 
Tulane University of Louisiana 



MAINE 



University of Maine 



Iowa City 



Lawrence 
Manhattan 



Lexington 



Baton Rouge 
New Orleans 



Orono 



MARYLAND 



Johns Hopkins University 

Maryland State College of Agriculture 



Baltimore 
College Park 



MASSACHUSETTS 



Harvard University 

Massachusetts Institute of Technology 

Lowell Textile School 

Tufts College 

Worcester Polytechnic Institute 



Cambridge 
Cambridge 
Lowell 

Tufts College 
Worcester 



MICHIGAN 



University of Michigan 
University of Detroit 
Michigan Agricultural College 
Michigan College of Mines 



Ann Arbor 
Detroit 
East Lansing 
Houghton 



MINNESOTA 



Universitv of Minnesota 



Minneapolis 



44 The Institute of International Education 


MISSISSIPPI 




Mississippi Agricultural and Mechanical College 
University of Mississippi 


Agricultural College 
University 


MISSOURI 




University of Missouri 
Washington University 


Columbia 
St. Louis 


MONTANA 




Montana College of Agriculture and Mechanical 

Arts 
Montana State School of Mines 


Bozeman 
Butte 


NEBRASKA 




University of Nebraska 


Lincoln 


NEVADA 




University of Nevada 


Reno 



NEW HAMPSHIRE 

New Hampshire College of Agriculture and 



Mechanics Arts 


Durham 


Dartmouth College 


Hanover 


NEW JERSEY 




Stevens Institute of Technology 


Hoboken 


Rutgers College 


New Brunswick 


Princeton University 


Princeton 


NEW MEXICO 




New Mexico School of Mines 


Socorro 


University of New Mexico 


Albuquerque 


New Mexico College of Agriculture and Mechanic 




Arts 


State College 


NEW YORK 




Polytechnic Institute of Brooklyn 


Brooklyn 


Cornell University 


Ithaca 


College of the City of New York 


New York City 


Columbia University 


New York City 


Manhattan College 


New York City 


New York University 


New York City 


Clarkson College of Technology 


Potsdam 


University of Rochester 


Rochester 


Union College 


Schenectady 


Syracuse University 


Syracuse 


Rensselaer Polytechnic Institute 


Troy 



Opportunities for Higher Education in 


the United States 45 


NORTH CAROLINA 




University of North Carolina 


Chapel Hill 


North Carolina State College of Agriculture and 




Engineering 


West Raleigh 


NORTH DAKOTA 




North Dakota Agricultural College 


Agricultural College 


University of North Dakota 


University 


OHIO 




Ohio Northern University 


Ada. 


Municipal University of Akron 


Akron 


University of Cincinnati 


Cincinnati 


Case School of Applied Science 


Cleveland 


Ohio State University 


Columbus 


St. Mary College 


Dayton 


OKLAHOMA 




University of Oklahoma 


Norman 


Oklahoma Agricultural and Mechanical College 


Stillwater 


OREGON 




Oregon State Agricultural College 


Corvallis 


PENNSYLVANIA 




Pennsylvania Military College 


Chester 


Lafayette College 


Easton 


Pennsylvania College 


Gettysburg 


Bucknell University 


Lewisburg 


Drexel Institute 


Philadelphia 


University of Pennsylvania 


Philadelphia 


Carnegie Institute of Technology 


Pittsburgh 


University of Pittsburgh 


Pittsburgh 


Lehigh University 


South Bethlehem 


Pennsylvania State College 


State College 


Swarthmore College 


Swarthmore 


Villanova College 


Villanova 


RHODE ISLAND 




Rhode Island State College 


State College 


Brown University 


Providence 


SOUTH CAROLINA 




The Citadel, The Military College of South 




Carolina 


Charleston 


Clemson Agricultural College 


Clemson College 


University of South Carolina 


Columbia 



46 The Institute of International Education 


SOUTH DAKOTA 




South Dakota State College of Agriculture and 

Mechanic Arts 
South Dakota State School of Mines 
University of South Dakota 


Brookings 
Rapid City 
Vermilion 


TENNESSEE 




University of Tennessee 
Vanderbilt University 


Knoxville 
Nashville 


TEXAS 




University of Texas 

Agricultural and Mechanical College of Texas 

Rice Institute 


Austin 

College Station 
Houston 


UTAH 




University of Utah 


Salt Lake City 


VERMONT 




University of Vermont and State Agricultural 

College 
Norwich University 


Burlington 
North field 


VIRGINIA 




Virginia Agricultural and Mechanical College 

and Polytechnic Institute 
University of Virginia 
Virginia Military Institute 
Washington and Lee University 


Blacksburg 
Charlottesville 
Lexington 
Lexington 


WASHINGTON 




State College of Washington 
University of Washington 


Pullman 
Seattle 


WEST VIRGINIA 




West Virginia University 


Morgantown 


WISCONSIN 




University of Wisconsin 
Marquette University 


Madison 
Milwaukee 


WYOMING 





University of Wyoming 



Laramie 



Opportunities for Higher Education in the United States 47 

Schools of Forestry 

American schools that offer courses in forestry leading 
to a degree may be divided into those that offer a four-year 
undergraduate course leading to the degree of bachelor 
of science in forestry, and those that offer the degree of 
master of forestry for two or three years of technical 
training based upon three or four years of undergraduate 
collegiate work leading to the degree of bachelor of science, 
bachelor of arts, or bachelor of philosophy. 

Men from foreign countries that come to America to 
study forestry, if they desire to enter an undergraduate 
school should come here after the completion of their 
high school course or its equivalent. In this case a 
considerable proportion of the work required is in pre- 
forestry subjects which include mathematics, language, 
science (botany, zoology, geology, chemistry, physics), 
mechanical drawing and economics as well as other general 
cultural subjects. As a rule less than one-half the work 
is in technical forestry. On the other hand men who 
come here to study forestry after the completion of 
three or four years of collegiate work or its equivalent 
in their own country can immediately take up their 
technical training to the exclusion of other subjects 
provided they have completed in their undergraduate 
work the pre-forestry subjects mentioned above. They 
can become candidates for the degree of Master of For- 
estry given after two years of technical studies provided 
they have previously completed the essential pre-forestry 
subjects and have had a minimum of three years of 
undergraduate collegiate training. Men who come with 
a baccalaureate degree but without the essential pre- 
forestry training should expect to remain for three years 
in order to complete the prescribed work for the Master's 
degree. 



48 The Institute of International Education 

As a specific illustration, if a man should come here 
for training in forestry he can enter any of the better 
grade of American schools as a candidate for the Master's 
degree in a minimum of two or three years if he already 
holds a baccalaureate degree from a recognized institution 
in his own country. The degree is attainable in two years 
if he has covered all the essential pre-forestry subjects in 
his undergraduate course and in three years or possibly 
a little less if he has not. If he comes here without 
collegiate training he should not expect to receive the 
degree of Master of Forestry under a minimum of five 
years of collegiate work. If he comes without a bacca- 
laureate degree from a recognized college but with one or 
two years of collegiate work the time required will be pro- 
portionately shortened. 

The School of Journalism 

Only a few universities include in their organization 
schools of journalism, most of which are also recent 
additions. The course ordinarily covers four years and 
is open to graduates of secondary schools. The degree 
conferred is B.Litt or BJ. The first two years are mainly 
devoted to social sciences and English, planned to famil- 
iarize the student with present social and economic 
conditions and to help him in the use of self-expression; 
and the last two years to such courses as reporting, inter- 
viewing, editorial writing, feature writing, and inter- 
national relations. Columbia maintains one of the best 
equipped, and the University of Missouri, one of the oldest 
schools of journalism in the country. 

Schools of Journalism 

Columbia University, New York City 

Joseph Medill School, Northwestern University. Evanston and 

Chicago, Illinois 
New York University, New York City 



Opportunities for Higher Education in the United States 49 

Ohio State University, Columbus, Ohio 
University of Indiana, Bloomington, Indiana 
University of Kansas, Lawrence, Kansas 
University of Montana, Bozeman, Montana 
University of Missouri, Columbia, Missouri 
University of Oregon, Eugene, Oregon 
University of Texas, Austin, Texas 
University of Washington, Seattle, Washington 
University of Wisconsin, Madison, Wisconsin 

The School of Law 

The standards of legal education vary considerably 
in the numerous law schools of the country in respect 
to the admission requirements and length of course. 
Most law schools require a high school education, a few 
even less for admission; others require from one to three 
years of college study. In some, full-time courses are 
offered during the day, others offer part-time courses, 
and still others give courses at such times that they can 
be attended by students regularly employed in other 
occupations. The highest requirements for admission 
to a law school are the completion of a college course, 
but here arrangements are made so that a student may 
complete both the college course and the law course in 
six years and obtain the A.B. and LL.B. degrees. In 
the best law schools there are offered courses in Roman 
law, European civil law, jurisprudence, international 
law, and public law courses in general. The foreign student 
will be especially interested, in addition to the usual 
courses, in the method of instruction peculiar to American 
law schools known as the "Case Method." Opportunities 
are offered in a few schools for advanced study in law 
leading to the LL.M. and the Jur.D. 

There are in all one hundred and forty-two schools 
of law of different grades, some independent institutions, 
some attached to colleges and universities. The list 
appended gives those institutions only which are members 



5o 



The Institute of International Education 



of the Association of American Law Schools. To be 
admitted to this Association a law school must admit 
only students who have completed a four-year high school 
course, must keep satisfactory student records, must 
have a good library, and at least three instructors giving 
substantially all their time to teaching, and must offer 
a three-years' course leading to a degree granted on the 
basis of examinations : 

Schools of Law 

Members of the Association of American Law Schools 

CALIFORNIA 

University of California, School of Jurisprudence Berkeley 

University of Southern California, College of Law Los Angeles 

Hastings College of Law San Francisco 

Leland Stanford Junior University, The Law School Stanford University 



COLORADO 




University of Colorado, School of Law 


Boulder 


University of Denver, School of Law 


Denver 


CONNECTICUT 




Yale University, School of Law 


New Haven 


DISTRICT OF COLUMBIA 




George Washington University, Law School 


Washington 


FLORIDA 




University of Florida, College of Law 


Gainesville 



GEORGIA 

Emory University, The Lamar School of Law 

IDAHO 

University of Idaho, College of Law 

ILLINOIS 

Northwestern University, School of Law 
University of Chicago, The Law School 
University of Illinois, College of Law 



Atlanta 



Moscow 



Chicago 
Chicago 
Urbana 



Opportunities for Higher Education in 


the United States 51 


INDIANA 




Indiana University, School of Law 


Bloomington 


IOWA 




Drake University, The College of Law 
State University of Iowa, College of Law 


Des Moines 
Iowa City 


KANSAS 




University of Kansas, School of Law 
Washburn College, School of Law 


Lawrence 
Topeka 



KENTUCKY 

University of Kentucky, College of Law 

LOUISIANA 

The Tulane University of Louisiana, College of Law 

MASSACHUSETTS 

Boston University, The School of Law 
Harvard University, Law School 

MICHIGAN 

University of Michigan, Law School 

MINNESOTA 

University of Minnesota, The Law School 

MISSOURI 

University of Missouri, School of Law 
Washington University, The School of Law 

MONTANA 

University of Montana, The School of Law 

NEBRASKA 

The University of Nebraska, The College of Law 
Creighton University, College of Law 

NEW YORK 

Cornell University, College of Law 
Columbia University, School of Law 
Syracuse University, College of Law 

NORTH CAROLINA 

University of North Carolina, The School of Law 



Lexington 



New Orleans 



Boston 
Cambridge 



Ann Arbor 



Minneapolis 



Columbia 
St. Louis 



Missoula 



Lincoln 
Omaha 



Ithaca 
New York 
Syracuse 



Chapel Hill 



52 



The Institute of International Education 



NORTH DAKOTA 

The University of North Dakota, School of Law 

OHIO 

University of Cincinnati, College of Law 
Western Reserve University, Franklin Thomas 

Backus Law School 
The Ohio State University, College of Law 

OKLAHOMA 

The University of Oklahoma, The School of Law 

OREGON 

University of Oregon, The Law School 

PENNSYLVANIA 

Dickinson College, The Dickinson School of Law 
University of Pennsylvania, The Law School 
University of Pittsburgh, School of Law 

SOUTH DAKOTA 

University of South Dakota, College of Law 

TENNESSEE 

University of Tennessee, College of Law 
Vanderbilt University, The Law School 

TEXAS 

The University of Texas, School of Law 

VIRGINIA 

University of Virginia, Department of Law 
Washington and Lee University, School of Law 

WASHINGTON 
University of Washington, School of Law 

WEST VIRGINIA 

West Virginia University, The College of Law 

WISCONSIN 

The University of Wisconsin, Law School 
Marquette University, College of Law 



Grand Forks 



Cincinnati 

Cleveland 
Columbus 



Norman 



Eugene 



Carlisle 

Philadelphia 

Pittsburgh 



Vermilion 



Knoxville 

Nashville 



Austin 



Charlottesville 
Lexington 



Seattle 



Morgantown 



Madison 
Milwaukee 



Opportunities for Higher Education in the United States 53 

The School of Medicine 

The best schools of medicine require for admission 
two years of college work after the completion of a four- 
year high or secondary school course and offer a four- 
year course leading to the degree of M.D. Not only 
the school authorities but the state must be satisfied 
that the pre-medical education of the applicant is up to 
standard. Upon graduation a physician can not ordinarily 
practice in a state without passing an examination before 
the licensing board. 

The American medical college is usually well equipped 
with laboratories and has hospital facilities for first hand 
observation and practice. Along no other professional 
line of American education has more rapid and note- 
worthy progress been made in recent years than along 
medical lines. A list of the American medical colleges 
recognized by the American Medical Association is 
appended. 

Upon the recommendation of the American Medical 
Association a number of the more progressive medical 
schools have in late years added a fifth year to the medical 
course in which the student serves as an intern in a 
hospital. Advanced study and research in medicine 
is possible in only a few colleges in this country. Post- 
graduate work in medicine, leading to the degree of 
Doctor of Public Health, is offered by California, Detroit 
College of Medicine and Surgery, Harvard, Johns Hopkins, 
Michigan, Pennsylvania, Wisconsin, Yale, and the Uni- 
versity of New York. 

A number of universities offer a combination of cultural 
and medical courses covering six or seven years and leading 
to the two degrees of B.A. (or B.S.) and M.D.* 

* See Table of Degrees, p. 93. 



54 



The Institute of International Education 



Classified Medical Schools 

The following is a list of medical colleges as classified 
by the American Medical Association. It is reprinted 
from the Journal of the American Medical Association, 
August 7, 1920, with modifications suggested by Dr. 
N. P. Colwell, Secretary, American Medical Association. 

Medical Colleges 



CALIFORNIA 

Leland Stanford Junior University, School 

of Medicine San Francisco 

University of California San Francisco 

COLORADO 

University of Colorado, School of Medicine Boulder-Denver 

CONNECTICUT 

Yale University, School of Medicine New Haven 

DISTRICT OF COLUMBIA 

Georgetown University, School of Medicine Washington 
George Washington University, Medical 

School Washington 

Howard University, School of Medicine Washington 



Emory University, School of Medicine Atlanta 

University of Georgia, Medical Department Augusta 



ILLINOIS 

Loyola University, School of Medicine 
Northwestern University, Medical School 
Rush Medical College (University of 

Chicago) 
University of Illinois, College of Medicine 

INDIANA 

Indiana University, School of Medicine 

IOWA 



Chicago 
Chicago 

Chicago 
Chicago 



Bloomington-lndianapolis 



State University of Iowa, College of Medicine Iowa City 



Opportunities for Higher Education in the United States 55 

KANSAS 

University of Kansas, School of Medicine Lawrence- Rosedale 

KENTUCKY 

University of Louisville, Medical Department Louisville 

LOUISIANA 

Tulane University of Louisiana, School of 

Medicine New Orleans 

MARYLAND 

Johns Hopkins University, Medical Depart- 
ment Baltimore 

University of Maryland, School of Medicine 
and the College of Physicians and 
Surgeons Baltimore 

MASSACHUSETTS 

Boston University, School of Medicine Boston 

Medical School of Harvard University Boston 

Tufts College, Medical School Boston 



Detroit College of Medicine and Surgery 
University of Michigan, Medical School 
University of Michigan, Homeopathic Med- 
ical School 

MINNESOTA 

University of Minnesota, Medical School 



University of Mississippi 



MISSISSIPPI 



MISSOURI 



St. Louis University, School of Medicine 
University of Missouri, School of Medicine 
Washington University, Medical School 



NEBRASKA 



John A. Creighton Medical College 
University of Nebraska, College of Medicine 



NEW HAMPSHIRE 



Dartmouth Medical School 



Detroit 
Ann Arbor 

Ann Arbor 



Minneapolis 



Oxford 



St. Louis 
Columbia 
St. Louis 



Omaha 
Omaha 



Hanover 



56 



The Institute of International Education 



NEW YORK 

Albany Medical College 

Columbia University, College of Physicians 

and Surgeons 
Cornell University, Medical College 
Fordham University, School of Medicine 
Long Island College Hospital 
Syracuse University, College of Medicine 
University and Bellevue Hospital, Medical 

College 
University of Buffalo, Department of Med- 



NORTH CAROLINA 

University of North Carolina, School of 

Medicine 
Wake Forest College, School of Medicine 



Albany 

New York City 
New York City 
New York City 
Brooklyn 
Syracuse 

New York City 

Buffalo 



Chapel Hill 
Wake Forest 



NORTH DAKOTA 

University of North Dakota, School of 
Medicine 



University 



Ohio State University, College of Medicine Columbus 

University of Cincinnati, College of Medicine Cincinnati 
Western Reserve University, School of 

Medicine Cleveland 



OKLAHOMA 

University of Oklahoma, School of Medicine 

OREGON 

University of Oregon, Medical School 

PENNSYLVANIA 

Hahnemann Medical College and Hospital 
Jefferson Medical College of Philadelphia 
University of Pennsylvania, School of 

Medicine 
University of Pittsburgh, School of Medicine 
Woman's Medical College of Pennsylvania 



Oklahoma City 



Portland 



Philadelphia 
Philadelphia 

Philadelphia 

Pittsburgh 

Philadelphia 



SOUTH CAROLINA 

Medical College of the State of South Carolina Charleston 



Opportunities for Higher Education in the United States 57 

SOUTH DAKOTA 

University of South Dakota, College of Med- 
icine Vermilion 



TENNESSEE 



University of Tennessee, College of Medicine Memphis 
Vanderbilt University, Medical Department Nashville 



Baylor University, College of Medicine Dallas 

University of Texas, Department of Medicine Galveston 

UTAH 

University of Utah, School of Medicine Salt Lake City 

VERMONT 

University of Vermont, College of Medicine Burlington 

VIRGINIA 

Medical College of Virginia Richmond 

University of Virginia, Department of 

Medicine Charlottesville 

WEST VIRGINIA 

West Virginia University, School of Medicine Morgantown 

WISCONSIN 

Marquette University of Medicine Milwaukee 

University of Wisconsin, Medical School Madison 

The School of Pharmacy 

The school of pharmacy usually requires graduation 
from a high school for admission and sometimes two 
years of college work. At the end of a two-years' course 
in pharmacy the degree of Ph.G. is conferred. At the 
end of a three-year course Ph.C. is conferred, and at the 
end of a four-year course the degree conferred is B.S. 
in Phar. 

In the graduate schools of some universities oppor- 
tunities for further specialization in some branches of 



58 



The Institute of International Education 



pharmacy are not lacking; the degree of Phm.D. is 
conferred after a course of six years. 

If the student has only two years of high school work 
prior to his entering the school of pharmacy, the Ph.G. 
degree is the only degree for which he is eligible. For 
all other degrees high school graduation is required. 

Schools of Pharmacy 

CALIFORNIA 

California College of Pharmacy San Francisco 

ILLINOIS 

School of Pharmacy, University of Illinois Chicago 

INDIANA 

School of Pharmacy, Purdue University La Fayette 

IOWA 

College of Pharmacy, State University of Iowa Iowa City 

KANSAS 

School of Pharmacy, University of Kansas Lawrence 

MARYLAND 

Department of Pharmacy, University of Maryland Baltimore 

MASSACHUSETTS 

Massachusetts College of Pharmacy Boston 

MINNESOTA 

College of Pharmacy, University of Minnesota Minneapolis 

MICHIGAN 

College of Pharmacy, University of Michigan Ann Arbor 

MISSISSIPPI 

School of Pharmacy, University of Mississippi University P. O. 

MISSOURI 

St. Louis College of Pharmacy St. Louis 

MONTANA 

School of Pharmacy, University of Montana Missoula 



Opportunities for Higher Education in the United States 59 



NEBRASKA 



College of Pharmacy, Creighton University 
College of Pharmacy, University of Nebraska 



NEW YORK 



Albany College of Pharmacy, Union University 
Buffalo College of Pharmacy, University of Buffalo 
College of Pharmacy of City of New York 
College of Pharmacy, Fordham University 



OHIO 

College of Pharmacy, Ohio Northern University 
College of Pharmacy, Ohio State University 
School of Pharmacy, Western Reserve University 

OKLAHOMA 

School of Pharmacy, State University of Oklahoma 

OREGON 

School of Pharmacy, Oregon Agricultural College 
School of Pharmacy, North Pacific College 

PENNSYLVANIA 

Philadelphia College of Pharmacy 
Pittsburgh College of Pharmacy 

SOUTH DAKOTA 

South Dakota School of Pharmacy, South Dakota 
State College of Agriculture and Mechanic Arts 

TENNESSEE 

School of Pharmacy, University of Tennessee 
School of Pharmacy, Vanderbilt University 



Omaha 
Lincoln 



Albany 
Buffalo 
New York 
New York 



NORTH DAKOTA 

School of Pharmacy, North Dakota Agricultural College Fargo 



Ada 

Columbus 

Cleveland 



Norman- 



Corvallis 
Portland 



Philadelphia 
Pittsburgh 



Brookings 



Memphis 
Nashville 



School of Pharmacy, Baylor University 
School of Pharmacy, University of Texas 

VIRGINIA 

School of Pharmacy, Medical College of Virginia 



Dallas 
Galveston 



Richmond 



60 The Institute of International Education 

WASHINGTON 

College of Pharmacy, University of Washington Seattle 

School of Pharmacy, State College of Washington Pullman 

WISCONSIN 
Course in Pharmacy, University of Wisconsin Madison 

The School of Theology 

Instruction in theology or divinity was given in certain 
American colleges in the seventeenth and eighteenth 
centuries, the oldest chair endowed for the purpose being 
the Hollis professorship of divinity, established in Harvard 
College in 1721. Early in the nineteenth century theo- 
logical seminaries were established with two or more 
professors each, and some of these "seminaries" have 
developed into theological universities in all but name. 

There are now nearly two hundred institutions in 
the United States which give instruction in theology, 
and in some cases the number of teachers is as high as 
thirty-five. Some few institutions are the theological 
faculties of universities; more are independent, located 
in the immediate neighborhood of a university, or in 
quiet country towns. 

The better schools of theology require for entrance, 
graduation from a college of recognized standing (A.B., 
S.B., Ph.B., B.Litt., or the equivalent). In the case of 
foreign students they usually accept for entrance, gradua- 
tion from a lycee or a gymnasium. Oriental students 
are sometimes allowed to offer the knowledge of their 
own language and literature in place of ancient or modern 
Western languages other than English. 

The theological schools of America usually require 
their students to pass written examinations at the close 
of each term or semester. At the end of three or four 
years' study those who have complied with all the con- 
ditions, which vary from institution to institution, usually 



Opportunities for Higher Education in the United States 61 

receive the degree of B.D. or S.T.B. For postgraduate 
work some seminaries offer the S.T.M., the D D., and 
now and then the Ph.D. 

Certain schools of theology are under denominational 
control. This is the case in all Roman Catholic institu- 
tions, for instance, the Catholic University of America 
at Washington; it is also the case in most Presbyterian 
institutions (such as Princeton Theological Seminary), 
Methodist institutions (such as Drew Theological Sem- 
inary), and Lutheran institutions (such as the Lutheran 
Seminary at Mount Airy in Philadelphia). Some schools, 
though not under formal denominational control, are 
bound by creeds to teach certain theological positions, 
such as the Hartford Theological Seminary and the 
Andover Theological Seminary, affiliated with Harvard 
University. Some seminaries form integral parts of 
universities: this is the case with the Yale Divinity 
School, the Harvard Divinity School, and the Divinity 
School of the University of Chicago. Certain seminaries 
are independent foundations which do not require their 
professors to subscribe to any creed; such is the Union 
Theological Seminary in the City of New York which 
adjoins Columbia University; its teachers are drawn 
from six denominations and its students from more than 
twenty. 

The tendency in the larger institutions with their 
numerous professors is to let the elective system, with 
group restrictions, prevail; and to offer instruction more 
specialized than can ordinarily be found in Europe. 
Particular emphasis is also laid on practical theology, 
religious education, and the preparation of university 
men for home and foreign missions. 

For general information regarding American theological 
education see W. A. Brown's article "Theological Educa- 
tion," in Paul Monroe's Cyclopedia of Education, vol. 



62 



The Institute of International Education 



v, New York 1913, pp. 594 ff. ; for facts about individual 
seminaries see The New Schaff-IIerzog Encyclopedia of 
Religious Knowledge, vol. xi: (191 1), 343-395. Each 
seminary will usually mail its catalogue containing 
information as to courses, requirements, expenses, and 
scholarships, free on application to its Secretary. 

Some institutions offer fellowships to foreign students: 
thus Meadville Theological Seminary (Meadville, Penn- 
sylvania) offers a scholarship to a member of the society 
of Brahma-Samaj, and Union Theological Seminary 
(New York) offers fellowships to Protestant men who 
have completed their theological studies in Scotland, 
England, France, Belgium, or Switzerland. Its missionary 
scholarships and fellowships are open to natives of mis- 
sionary lands as well as to European or American mission- 
aries. 

Some American seminaries, such as Union, admit 
women students. 

Theological Seminaries 



CONNECTICUT 

Hartford Seminary Foundation 
Divinity School of Yale University 

DISTRICT OF COLUMBIA 

Catholic University of America, School of Sacred 
Sciences 



Hartford 
New Haven 



Washington 



McCormick Theological Seminary Chicago 

University of Chicago Divinity School Chicago 

Garrett Biblical Institute, Northwestern University Evanston 



KENTUCKY 

Southern Baptist Theological Seminary 

MASSACHUSETTS 

Boston University School of Theology 
Andover Theological Seminary 



Louisville 



Boston 
Cambridge 



Opportunities for Higher Education in the United States 63 



Episcopal Theological School (Broad Church) 
Harvard University Divinity School 



Cambridge 
Cambridge 



Concordia Theological Seminary St. Louis 

NEW JERSEY 

Bloomfield Theological Seminary Bloomfield 

Drew Theological Seminary Madison 
Theological Seminary of the Reformed Church in 

America New Brunswick 
Princeton Theological Seminary of the Presbyterian 

Church Princeton 

NEW YORK 

General Theological Seminary of the Protestant 

Episcopal Church New York 

Jewish Theological Seminary of America New York 

Union Theological Seminary New York 

Rochester Theological Seminary Rochester 

PENNSYLVANIA 

Lutheran Theological Seminary Philadelphia 

Theological Seminary of the Reformed Church in the 

United States Lancaster 

TENNESSEE 

Vanderbilt University School of Religion Nashville 



64 The Institute of International Education 



Chapter V 

SUMMER SCHOOLS AND EXTENSION WORK 

The Summer School 

One of the interesting features of many prominent 
universities is their summer school work, covering six 
weeks in July and August or extending through the 
summer months. These schools are designed primarily 
to meet the needs of teachers who seek advanced instruc- 
tion, with or without regard to academic degree, and 
students who wish to shorten the period of residence, 
make up deficiencies, or complete their preparation for 
entrance to some college or professional school. 

The majority of the courses given in summer schools 
pertain to the undergraduate and some to the graduate 
departments of arts and sciences. In some cases it is 
possible to complete one quarter of a year's work during 
the summer course. 

Foreign students arriving early in the summer will 
do well to register in a summer school of good standing, 
especially if they do not possess a sufficient command 
of the English language to enable them to follow work 
in the subject of their particular interest. 

Extension Teaching 

Extension teaching is instruction given by the regular 
university officers, or outside officers under the super- 
vision and control of the university, either in or away 
from the university buildings, and for the benefit of 
those unable to attend the regular courses of instruction. 



Opportunities for Higher Education in the United States 65 

These courses are given late in the afternoon and in the 
evenings, and are attended by men and women from 
the different walks of life who can give only a part of 
their time to study but without reference to an academic 
degree, and by those who look forward to qualifying 
themselves to obtain academic recognition in the future. 



66 The Institute of International Education 



Chapter VI 

WOMEN'S COLLEGES 

Higher education for women began with the founding 
of Mount Holyoke Seminary (now Mount Holyoke 
College) at South Hadley, Massachusetts, in 1837, as 
the result of a campaign by Mary Lyon. But it was not 
until after the Civil War that the period of the establish- 
ment of women's colleges began. Elmira was chartered 
as a college in 1855. In 1861 , Vassar College was founded, 
followed by Wells (1868), Smith (1871), Wellesley (1875), 
Bryn Mawr (1880), Mills (1885), Goucher (1888), and 
Rockford (1892). In all these institutions education is 
exclusively for women. 

In the Middle West, however, coeducation is the 
accepted policy and women are admitted on an equal 
footing with men. The success of the experiment in 
the state universities has given great impetus throughout 
the country to the coeducational system. The older 
colleges, and particularly these of the East, have been 
more conservative. They do not, as a rule, open their 
undergraduate schools to women, although they admit 
them to most of their graduate schools. One of the first 
coeducational institutions was Oberlin Collegiate Insti- 
tute, which was opened in 1833, and was chartered as 
Oberlin College in 1850. 

In addition to the separate and coeducational methods 
of education for women, there has also grown up a third 
system called the "coordinate system." This is repre- 
sented by those colleges for women which are affiliated 
with larger universities for men. The following will 



Opportunities for Higher Education in the United States 67 

serve as illustrations: Radcliffe College (1879), affiliated 
with Harvard University; H. Sophie Newcomb Memorial 
College (1886), affiliated with Tulane University of 
Louisiana; College for Women, affiliated with Western 
Reserve University (1888); Barnard College (1889), 
affiliated with Columbia University, and the Women's 
College of Brown University (1892). 

Life in an American woman's college is quite as unique 
in the educational world as that in a man's college. The 
institution most like it is the English college for women 
in the university centers, although these differ greatly 
from ours in several respects. 

In America we have the problems of a democracy 
where women of widely different races, culture, and tradi- 
tions have the franchise. The future of the republic 
demands that the women as well as the men must be 
trained for citizenship. The leading women's colleges 
have selected from the one hundred thousand and more 
women in American educational institutions, a group 
qualified intellectually to profit by the academic courses 
and the conditions of the college community life. Most 
women's colleges have been more conservative, perhaps, 
than the men's in adhering to the historic academic 
course, and offering less freedom in electing courses. 
They have not attempted to introduce a variety of 
vocational training; they have left that to the state 
coeducational institutions and the schools giving special- 
ized training. Although the colleges have not attempted 
vocational training they do, however, give a suitable 
foundation for later vocational work. The academic 
studies that best prepare the student for various pro- 
fessions are brought to her attention early in her college 
course so that, if she is so disposed, she may select her 
elective courses and her extra-curricular activities with 
that in view. 



68 The Institute of International Education 

Admission 

Admission to the women's colleges is by the same en- 
trance examinations that are given for the men's colleges 
and universities, or by special examinations set by the 
college faculty. The standards are quite as high as those 
for men's colleges. Very few, if any, admit now on the 
certificate of properly accredited secondary schools. The 
essentials for admission are : Ability to meet the entrance 
requirements showing suitable preparation in a secondary 
school; the proper qualifications as to moral character 
and health ; fair promise of ability to maintain an accepta- 
ble standard of scholarship in college; and a personality 
that makes her a reasonably congenial member of a 
college community. 

Expenses 

The women's colleges are all privately endowed insti- 
tutions. The student's expenses are about the same as 
in men's colleges. Tuition varies from about $200 to 
$250 and board and room from $250 to $700 or higher, 
according to the room. Most colleges have at least one 
hall where the resident students may cooperate in the 
service and thereby reduce the cost of their board. All 
the colleges have some scholarships that pay all or a 
part of the tuition for students of ability who cannot 
otherwise meet the college expenses. In some colleges 
there are a few scholarships reserved for students from 
foreign countries. Usually the alumnae maintain a fund 
from which loans can be made to students who could 
not otherwise continue their course. The loan must be 
repaid within a reasonable time after graduation. In 
some colleges the rooms are assigned by lot; in others 
the students select them. There may be halls reserved 
for Seniors and Juniors, and others for Freshmen and 
Sophomores. But in most colleges students from all 



Opportunities for Higher Education in the United States 69 

four classes live in the same hall. While there are some 
more expensive rooms and suites, yet our women's 
colleges are remarkably free from undemocratic dis- 
tinctions based upon wealth. 

The Students 

There are from about five hundred to two thousand 
students in residence, according to the size of the college. 
They come from the best American families, from the 
wealthy and middle class, from self-supporting young 
women, from families recently naturalized, and some 
from foreign countries — by no means a socially homo- 
geneous group. A college is very like an American 
community, in which the "melting process" has not been 
completed. 

The Student Government Association presents the 
highest student administrative authority to its Student 
Council. Then there are the student officers of each of 
the four class organizations; the student board of man- 
agers for the college literary publications, the dramatic 
clubs, the intercollegiate debates, the musical organiza- 
tions, and various clubs or sororities; and the athletic 
association officers who arrange for the sports. The duties 
of all these offices develop the administrative and business 
ability of the young women, and they learn to conduct 
public business according to parliamentary practice. All 
officers must learn to work harmoniously and efficiently 
with their fellow students. Their ability to do this is the 
basis upon which they are elected to these offices by their 
fellow students. The treasurers control the expenditures 
of considerable sums of money. 

Among the students are those who devote themselves 
entirely to the scholastic work; others who combine 
with their studies dramatics, debates, or the sports, or 
some form of activity that promotes pleasure and profit 



70 The Institute of International Education 

in the student community life. It is a democratic insti- 
tution that calls out the particular ability of each one. 
It trains a young woman in self reliance, in leadership, 
and adapts her to life in a community preparing her to 
some extent, at least, for her duties as a citizen. The 
restrictions in the life of the students imposed by the 
college authorities are comparatively few, and relate 
chiefly to the curriculum and to leave of absence from 
college. The Students Government Association regulates 
the student activities and organizations and the life in 
the halls to safeguard the students themselves, so that 
conditions may make study possible in their rooms. 
The students take action on the case of any student 
whose conduct may bring disrepute to the college or 
interfere with the welfare of the student community. 
This does not give them the power to suspend or expel 
a student. There is little or no surveillance by the faculty 
or other college officers. The college students have quite 
generally adopted the honor system for examinations 
and class work. They are encouraged to have a whole- 
some public sentiment in regard to all aspects of college 
life. Women's colleges are by no means cloisters; the 
students may see their friends, and they often have social 
functions at which men from town or neighboring colleges 
are their guests. 

Physical Education 

The women's colleges are located for the most part 
in the country near a city or town where ample space 
can be afforded for residence halls and academic and 
other buildings necessary to maintain a community of 
several hundred, and also for the fields for the sports 
and physical education which our colleges insist upon 
to maintain or develop the health of the individual. 
Some colleges are located near lakes where boating and 



Opportunities for Higher Education in the United States 71 

swimming and winter ice sports are possible. If the 
college is in a city or large town, it still assumes re- 
sponsibility to provide a gymnasium and limited field for 
out-of-door sports. 

Degrees 

Women's colleges of acknowledged standards give the 
Bachelor of Arts degree and most are prepared to give 
the Master of Arts in some subjects. There are two 
colleges which provide for work leading to the Doctor 
of Philosophy degree. One of these, Bryn Mawr College, 
by its generous endowment and liberal supply of graduate 
scholarships and fellowships, has a considerable group 
of women graduate students from institutions all over 
the country. Radcliffe College, through its proximity 
to Harvard University, has an arrangement with the 
University to supply the instruction for the graduate 
courses and Harvard University certifies that the degrees 
given by Radcliffe College are of the same standard as 
the corresponding ones given by the University. Barnard 
is the undergraduate college for women at Columbia 
University, and gives few graduate courses, since the 
graduate work is under the jurisdiction of the University. 
Some colleges because of their nearness to universities 
have certain advantages, although there may be no 
affiliation between them. For example, Goucher College 
is near Johns Hopkins University; Mills College near 
the University of California; Sophie Newcomb Memorial 
College, near Tulane University. Mount Holyoke, 
Smith, Vassar, Wellesley, Wells are independent colleges, 
offering comparatively little opportunity for graduate 
work beyond that required for the Master's degree. 

Committee of Welcome 

A central committee has been formed by various 
agencies with headquarters at the office of the Institute 



*]2 The Institute of International Education 

of International Education, 419 West 117th Street, 
New York City, to assist foreign women students, who 
may arrive in New York City on their way to educational 
institutions in the United States. Foreign women 
students, or individuals knowing of the prospective 
arrival of such students, are invited to communicate 
with The Institute, 419 West 117th Street, telephone, 
Morningside 8491. 



Opportunities for Higher Education in the United States 73 



Chapter VII 

COLLEGE LIFE 

Athletics 

Next to the regular studies themselves, athletics 
claim the largest part of the interest and time of a typical 
American student. Almost all colleges maintain four 
types of teams which compete with the teams of other 
institutions. These are baseball, football, basketball, 
and track teams. Foremost among these are the first 
two. Track athletics include running, jumping and 
weight throwing. In addition some universities, favor- 
ably situated, maintain crews for boat racing. Other 
forms of athletics are hockey, fencing, tennis, etc.; but 
the chief interest is in baseball in the spring and football 
in the fall. A football game between Yale and Harvard 
is a national event. 

The teams are usually trained by a professional "coach" 
and members are selected from students who maintain a 
certain standard of scholarship. 

To the non-athletic student the American college 
usually offers, through its gymnasium, athletic field, 
and swimming pool, good opportunity for keeping in 
sound physical condition, which is fundamental for 
effective intellectual training. 

Fraternities and Clubs 

Next to athletics, fraternities, sororities, and social 
clubs are the strongest expression of American college 
life. In a sense American fraternities are unique. They 
are secret societies with a limited membership and a 
Greek motto, by the initial letters of which they are 



74 The Institute of International Education 

known. The basis of membership in some organizations, 
is a certain standard of scholarship, or similarity of tastes 
and congeniality of disposition. 

The first Greek letter fraternity was the $BK., an 
honorary society formed in the College of William and 
Mary in 1776. Later professional honorary fraternities, 
such as TBII. in engineering, Sigma Psi in science, 
etc., were formed. The oldest of the purely social type 
of fraternities is probably Chi Phi, organized at Princeton 
in 1824, but its successors are quite unlike it in nature; 
consequently the first fraternity is thought to be the 
Kappa Alpha, organized at Union College in 1825. 
Today there are over one hundred fraternities and soror- 
ities, with a total membership of more than two hundred 
thousand. 

While many fraternities undoubtedly exercise salutary 
and wholesome influences upon their members in particular 
and the college student body in general, yet there are 
some which encourage snobbishness in contrast to the 
highly democratic atmosphere of the college campus. 
Fraternal spirit is in some cases carried to an extreme, 
and in the desire to show favor to fellow members there 
is often the danger of doing injustice to non-fraternity 
members and to members of other fraternities. 

The number of foreign students who are invited to 
join fraternities is very limited, although more and more 
of them are admitting students from abroad. 

In certain universities the place of fraternities is taken 
by social clubs. These are organized to foster a spirit 
of comradeship among groups of students. 

Debating, Dramatic and Literary Societies 

In addition to social clubs there are, in almost every 
university, debating, dramatic, literary and musical 
organizations, as well as clubs for specialized academic 



Opportunities for Higher Education in the United States 75 

purposes such as philosophical, chemical, engineering, 
and history clubs. 

Religious Organizations 

In almost all large institutions of learning there are 
Newman (Catholic) Clubs, Menorah Societies(Jewish) 
and Christian Associations of various types but the chief 
one among them is the College Young Men's Christian 
Association. The first College Young Men's Christian 
Associations were organized at the University of Michigan 
and the University of Virginia in 1858. In 1877 the 
Intercollegiate division of the Association was formed. 
Since then the growth has been rapid until there are at 
present over eight hundred Student Associations in 
schools and colleges with a membership of about one 
hundred thousand. 

The Association exists as a friendly advisor to the 
students who labor under many handicaps as strangers 
in a strange land. Often employed secretaries are main- 
tained, weekly meetings are held for devotional pur- 
poses, Bible classes are conducted within the college and 
in the neighborhood, settlement and other forms of social 
work are carried on, employment bureaus are operated, 
and summer conferences are held. 

In many universities the Y. M. C. A. maintains a 
commodious building equipped with social and committee 
rooms, auditorium and reading room and dormitories. 
Foreign students are always cordially welcomed to the 
membership privileges of the Association and are invited 
to participate in its program of service. 

Hazing 

In every college rivalry between classes or students 
of each of the four years is strong, and frequently mani- 
fests itself in a "scrap" or "rush" between the Freshmen 



76 The Institute of International Education 

and upper classmen, particularly the Sophomores. Severe 
restrictions are sometimes imposed upon Freshmen, 
such as requiring them to wear a special cap or necktie 
of a certain color and trousers with no cuffs. The new 
students are occasionally called upon by the older students 
to repeat the college songs or to render some menial 
service. 

The foreign student, as far as possible, should enter 
into such phases of college life with a true spirit of sports- 
manship and fun. It should not be resented as autocratic 
or obtrusive, although in a few cases it is carried to a 
disagreeable limit. In fact the outstanding feature of 
American college life is its democratic aspect. No other 
community can boast of having obliterated the distinction 
between race, creed and color to the extent to which the 
college community can. Even the aristocracy of wealth 
is not noticeable. Not only between students, but 
between students and professors, a spirit of comradeship 
usually prevails. 



Opportunities for Higher Education in the United States 77 

Chapter VIII 
FOREIGN STUDENT ORGANIZATION 

Cor da Fratres- Association of Cosmopolitan Clubs. This 
is a federation of clubs organized in many of the leading 
universities for the purpose of promoting international 
good will by bringing into fellowship selected representa- 
tives of each nationality within a given university. The 
motto of the Cosmopolitan Club is "Above All Nations 
is Humanity." A monthly magazine is published by 
the Association and an annual convention is held. In 
several universities, including Cornell, Syracuse, Purdue, 
and the University of Chicago, these clubs maintain 
houses with boarding and lodging facilities for foreign 
student members and for a limited number of select 
Americans. 

The Cosmopolitan Club offers an unusual opportunity 
for foreign students to come in contact with the leading 
students of other nationalities. 

Chinese Students 1 Alliance. This is an organization 
of all Chinese students in the United States. By means 
of annual conventions in different parts of the country 
and by the publication of a monthly magazine the chief 
aims of the Alliance are accomplished, namely, the pro- 
motion of acquaintance and fellowship, the dissemination 
of knowledge regarding Chinese affairs, and unifying 
the work and interests of Chinese students in America. 

Another Chinese organization is the Chinese Students' 
Christian Association which is interested in developing 
Christian character. A monthly magazine is published 
by the Association, committees are appointed in different 
parts of the country, and annual conferences are held. 

The Hindustan Association of America. The Hin- 
dustan Association of America is an organization of 



78 The Institute of International Education 

British Indian students for the purpose of promoting 
the welfare of Indian students and giving American stu- 
dents and professors accurate information regarding 
India and her people. 

The Indian Students' Christian Union seeks to develop 
Christian faith and character among Indian students. 

The Filipino Students' Federation in America. The 
Filipino Students' Federation in America has been recently 
organized and issues a monthly magazine, "The Filipino 
Herald." Its headquarters are at 347 Madison Avenue, 
New York City. 

Other Foreign Student Organizations. An Armenian 
Student Organization, national in scope, is maintained 
by the Armenian students and their friends. 

The Syrian Educational Society, with headquarters 
in New York and a chapter in Boston, has for the last 
four years made it possible for a number of Syrian students 
in this country to pursue courses of higher education. This 
year it has bestowed four scholarships on four students 
in Cornell, Columbia and New York Universities. 

Similar organizations are being established by Greek 
and Korean students. 

Small clubs of Japanese students have been organized. 

Likewise many Latin American organizations have 
recently been perfected; one of them is the Brazilian 
Students' Association which issues a monthly magazine; 
another is the Chilian Students' Association with head- 
quarters at the University of Pennsylvania. In addition 
to these Latin American organizations there is a Latin 
American Students' Christian Association, which aspires 
to unite on a Christian basis all the Spanish and Portu- 
guese speaking students in the United States. 

In 192 1 the students coming from South Africa organ- 
ized the South African Students' Association with an 
office at 2929 Broadway, New York. 



Opportunities for Higher Education in the United States 79 

Committee on Friendly Relations Among Foreign 
Students 

The Committee on Friendly Relations Among Foreign 
Students is a branch of the International Committee 
of the Young Men's Christian Association, which seeks 
to serve students who come to the United States from 
other lands. Its general work is under the administrative 
secretaries at the offices of the International Committee 
in New York City. Much of the work is carried on 
through national divisions, each with one or more full- 
time secretaries of its own nationality. There are now 
Chinese, Japanese, Latin American, Filipino, and mis- 
cellaneous divisions, the latter dealing with the nations 
having small numbers of students. ' All these secretaries — 
except the Japanese, who resides in Chicago — have 
headquarters at the New York office, but spend much 
time in travel among the colleges and universities where 
foreign students are found. 

The service of the Friendly Relations Committee is 
summarized as follows: 

1. Counsel to students before leaving their own land, through 

Association secretaries and educational leaders. 

2. Meeting students at steamer on their arrival in American 

ports, and providing for their immediate needs, such as 
board, lodging, and guidance around the city. 

3. Information and advice in selection of college, and assistance 

in getting to the college of their choice. 

4. Introduction to persons in college communities or other 

cities who will befriend them. 

5. Advice in securing employment for self-supporting students. 

6. Cooperation with college Y. M. C. A.'s, churches and other 

agencies in relating students to most helpful social influences 
and securing entertainment for them in representative 
homes. 



80 The Institute of International Education 

7. Endeavor to interest chambers of commerce, and other civic 

organizations to acquaint students with the industrial and 
institutional life of American cities. 

8. Encouragement of students to attend summer conferences 

and other great inspirational and international assemblies. 

9. Cooperation with Cosmopolitan and other clubs which seek 

to bring students of all lands into mutual sympathy and 
understanding. 

10. Friendly aid to any student in his moral and religious problems 
or his adjustments to American life. 

The Committee is sponsor for several student publica- 
tions which are issued by the national groups. These 
are: The Japan Review, Christian China, El Estudiante 
Latino Americano, The Filipino Herald and The Indian 
Christian Student. The * Committee also supports and 
cooperates with the following foreign student societies, 
which are organized under the national divisions : Chinese 
Students' Christian Association, Latin American Students' 
Christian Association, the Russian Students' Christian 
Federation and the Filipino Students' Federation. 

Special effort is made every year to bring foreign 
students to the great Students' Summer Conferences 
held in various parts of the United States. This is an 
unsurpassed opportunity for these men to become ac- 
quainted with one another and to meet the best American 
students of many colleges. The Committee facilitates 
in every possible way the attendance of foreign students 
at these gatherings. 

No fee is charged for any service rendered by this 
Committee and its secretaries. Students expecting to 
come to this country are invited to write for information 
of any kind and to suggest any preparation which can 
be made for their coming. Enquiries should be directed 
to the Secretary of any local Y. M. C. A., or addressed 



Opportunities for Higher Education in the United States 81 

to the Committee on Friendly Relations Among Foreign 
Students, 347 Madison Avenue, New York City, U. S. A. 

SOCIETIES INTERESTED IN FOREIGN STUDENTS 

CHINESE 

China Society of America, Astor Place, New York City. 
Chinese National Welfare Society in America, 519 California Street, 
San Francisco, California. 

JAPANESE 

American Historical Association, Committee on Far Eastern History 

(Dr. E. B. Green, Chairman, University of Illinois, Urbana, 111.). 
Japan Society of New York, 165 Broadway, New York City. 
Japan Society of America, Flatiron Building, San Francisco, Cal. 
Japanese American Fraternity, Los Angeles, California. 

LATIN AMERICAN 

Committee on Cooperation in Latin America, 25 Madison Avenue, New 

York City. 
Pan American Society, 15 Broad Street, New York City. 
Pan American Union, Washington, D. C. 

MISCELLANEOUS 

Committee on Friendly Relations Among Foreign Students, 347 Madison 
Avenue, New York City. 

Institute of International Education, 419 West One Hundred and Seven- 
teenth Street, New York City. 

American Scandinavian Foundation, 25 West Forty-Fifth Street, New 
York City. 

Armenian Asiatic Association, 280 Madison Avenue, New York City. 

Hindustan Student Association, 1400 Broadway, New York City. 

International Serbian Educational Committee, 701 Madison Avenue, 
New York City. 

The Syrian Educational Society, 141 Clinton Street, Brooklyn, New 
York. 

South African Students Association, 2929 Broadway, New York. 



82 The Institute of International Education 



Chapter IX 

NUMBER AND DISTRIBUTION OF FOREIGN 
STUDENTS 

Student immigration is not a new thing in the history 
of education, but it never assumed the proportion it has 
in recent years and in connection with the United States. 
According to statistics gathered for the year 19 19-1920 
there are no less than ten thousand students from abroad 
pursuing higher courses of education in the United 
States representing one hundred and sixteen different 
nationalities. The Chinese with a thousand or so lead. 
The Japanese and Filipinos come next with five hundred 
and eighty-eight. All the Latin American republics 
are represented and so are the countries of Europe and 
the Near East. Some of these students are sent on 
scholarships provided by their Governments, schools, 
communities, friends or private organizations. Others 
come at the expense of their parents. The rest are, to 
a large extent, self-supporting. 

Through the Chinese Boxer War Indemnity Fund a 
number of Chinese students, boys and girls, find it possible 
to come to this country. The Filipino Government 
has recently instituted a number of scholarships in Amer- 
ican universities for training the Filipino youth and so 
have the Brazilian Government and several other South 
American Governments. The Belgian Relief Committee 
has appropriated a large sum of money for the education 
of Belgian students in this country, and the American- 
Scandinavian Foundation offers a number of fellowships, 
tenable in the United States, to Scandinavian students. 

The distribution of these students throughout the 



Opportunities for Higher Education in the United States 83 

United States is widespread. Statistics compiled in 
December, 19 19, reveal the presence of foreign students 
in every one of the forty-eight states of the Union and 
in the District of Columbia. The tendency of the foreign 
students is to congregate in the large centers like New 
York, Chicago, Boston, Philadelphia, and in California 
on the Pacific Coast. In the interior Illinois and Ohio 
draw the largest number. The tendency to cluster in 
the big universities is also marked, but there is hardly 
an institution of medium size in which they are not repre- 
sented. The enrollments of four hundred and sixty-six 
colleges for the year 191 9-1 920 show the presence of 
foreign students. 

For a statistical summary of the number and distribu- 
tion of foreign students, see the accompanying table. 



84 The Institute of International Education 



Chapter X 

LIVING CONDITIONS 

The living conditions vary according to the size of 
the college or university and the size of the town in which 
it is located. As a rule the large universities flourish 
either in or near cities of considerable size, whereas 
small colleges grow in small communities. 

Lodging and Boarding Facilities 

Some colleges and universities maintain dormitories 
and dining halls for their students. The rates are reason- 
able. The dormitories are usually adapted to the needs 
of student life. They are equipped with good light and 
baths and their atmosphere is conducive to study and 
concentration. The foreign students will do well to try 
as early as possible to secure accommodation on the 
campus of the college to which they intend to go. 

Wherever the dormitory facilities are not enough to 
accommodate all students, the colleges usually keep an 
approved list of private homes in the vicinity in which 
students may rent rooms.. Sometimes the college 
Y. M. C. A. keeps the list. 

Expenses 

The following tables show the approximate expenses 
for room, board, laundry, tuition, fees, etc. The data 
were collected in the summer of 1920 from the various 
college authorities. Different representative institutions 
were selected in the East, Middle West, West and South. 
It will be noted that the expenses in the Middle West 
are a little less than in the East and in the West below 
those of the Middle West. 



Opportunities for Higher Education in the United States 85 



Ithaca, New York 


Coi 


nell University 




Room — $3 to $5 a week 




School Year* 


$200.00 


Board — $7 to $9 a week 




" " 


400.00 


Laundry 




11 11 


35-oo 


Incidentals 




11 11 


80.00 


Tuition 




11 11 


200.00 


Fees 




11 11 


65.00 


Books 






28.00 


Total for year 


$1,008.00 


Providence, Rhode Island 


Brown University 




Room 




School Year 


$150.00 


Board 




11 11 


400.00 


Laundry 




11 11 


40.00 


Incidentals 




11 11 


100.00 


Tuition 




11 11 


200.00 


Dues, Fees, etc. 




11 1 


150.00 


Total for year 






$1,040.00 


MIDDLE WEST 






Minneapolis, Minnesota 


Un 


iversity of Minnesota 


Room 




School Year 


$150.00 


Board — $7 to $8 per week 




11 11 


375-00 


Laundry — $3 per month 




" " 


35-00 


Incidentals 




11 11 


60.00 


Tuition 




11 11 


150.00 


Fees 




11 11 


30.00 


Books 




11 11 


30.00 


University activities, car fare 


etc. 


11 1 


100.00 



Total for year $930.00 

Champaign, Illinois University of Illinois 

Room (Average) School Year $140.00 



Board 


330.OO 


Laundry 


25.OO 


Incidentals 


75.00 


Fees 


75.OO 


Books 


' 4O.OO 


Total for year 


$685.00 


♦School year usually covers 8 months. 





86 



The Institute of International Education 



WEST 

Berkeley, California 

Room — $8 to $12 per month 

Board — $25 to $30 per month 

Laundry (Average) 

Incidentals 

Tuition 

Fees 

Books 

University activities 



University of California 

School Year $130.00 
300.00 
30.00 
50.00 
1 50.00 
50.00 
30.00 
50.00 



Total for year 




$790.00 


Seattle, Washington 


University of Washington 




Room 


School Year 


$360.00 


Board 


(Average) 


48O.OO 


Laundry 




25.OO 


Incidentals 




50.00 


Tuition 




40.00 


Fees 




40.00 


Books 




30.00 


Total for year 


$1,025.00 




SOUTH 




Austin, Texas 


University of Texas 


Room and Board — 


$40 per month School Year 


$400.00 


Laundry 


(Average) " " 


30.00 


Incidentals 


11 u u 


IOO.OO 


Fees 


u 11 11 


50.00 


Books 


11 11 11 


30.00 



Total for year 



$610.00 



Vacations 

The American academic year is practically eight months, 
extending from the latter part of September to the early 
part of June, with a two weeks' vacation for Christmas 
and a week or less for Easter. In California the institu- 
tions are in session from the middle of August to the 
middle of May. Some colleges and universities have 
adopted a four-term basis for the year, and have accord- 
ingly a shorter vacation. 



Opportunities for Higher Education in the United States 87 

How to spend the long summer vacation is one of the 
vexing problems of foreign student life. Whenever possi- 
ble a part of it, at least, should be spent in travel. Since 
the United States is such a vast and heterogeneous 
country, familiarity with one part does not constitute 
familiarity with the whole. During the summer holiday 
many students find "jobs" to replenish their material 
resources, and those of them who are delinquent in their 
studies take advantage of the opportunities provided 
by the summer schools. In case the foreign student has 
no deficiency to make up, and is not in need of employ- 
ment, it is recommended that he make a special study 
of some American institution in all its phases, such as the 
Public Library system, the Y. M. C. A., the Public School 
system, the Social Settlements, the Prohibition movement, 
or any other organization or activity that centers around the 
philanthropic and social life of the American community. 

Travel 

The facilities for travel in the United States are abun- 
dant. Transportation costs about three and a half 
cents per mile. From the table and map in the Appendix 
the cost of travel from New York, New Orleans 
or San Francisco to the selected college can be worked 
out approximately. Each passenger is entitled to carry 
one hundred and fifty pounds of baggage free. Trunks 
and heavy baggage should be checked and forwarded 
in the baggage car. On showing one's ticket to the 
baggage master in the railway station, a check is attached 
to each parcel, a duplicate claim check being given the 
passenger, and the railway company assuming responsi- 
bility for safe delivery. The passenger may claim his 
baggage by presenting the baggage check at his destination 
and arranging with a transfer company for its delivery 
to hotel or residence. 



The Institute of International Education 



Among the scenic features of the United States which 
are most frequently visited are : Niagara Falls, New York; 
Yellowstone National Park, Wyoming; the Grand 
Canyon, Arizona; the Yosemite Valley and the Big 
Trees of California, and Mammouth Cave, Kentucky. 
Students would enjoy a visit to Washington, the capital 
of the United States, where they may see not only the 
Government buildings, including the Capitol and the 
White House, but also the Washington and Lincoln 
monuments, the Library of Congress, the Pan American 
Building, the Red Cross Building, the Smithsonian 
Institute, and the National Museum. 

The Metropolitan Museum of Art, New York City; 
the Boston Public Library, and scores of other buildings 
are worthy of a visit. 

Student Aid and Self Help 

Almost all good-sized colleges and universities include 
in their organization employment bureaus with a view 
to securing part- or full-time employment for students 
and graduates. The late afternoon and early evening 
hours, holidays and Saturdays and the vacation days 
are often utilized by the students for working purposes. 
The commonest forms of work secured are: janitor ser- 
vice, care of furnace, selling commodities, waiting on 
table, clerical work and tutoring. As a result many 
students in colleges, who otherwise would not be there, 
are enabled to continue their studies. A large number of 
Americans earn part of their expenses in college. This, 
however, should not encourage the student to think 
that he can make his whole way through college. Even 
among the American students, the number who succeed 
in earning all their expenses is exceedingly limited. The 
educational process is such an expensive one from the 
standpoint of time, energy, and money that it is well- 



Opportunities for Higher Education in the United States 89 

nigh impossible for a foreign student to maintain physical 
and mental efficiency and, at the same time, make all 
the money necessary for his living and for his education. 

It should be noted, moreover, by foreign students that 
labor is not looked upon in the United States as degrading. 
The student need fear no loss in social station in the 
college community or in the town on account of it. The 
fact is that many American students, who later in life 
rise to eminence, never cease to look with pride upon 
their college life and how they "made their way through" 
college. 

In addition to the employment possibilities, many 
universities have small loan funds which they are willing, 
under specified conditions, to put at the disposal of 
students. 

Scholarships, prizes, beneficial funds, and fellowships 
are available in almost all institutions. They are an- 
nounced in the annual catalogues of the institutions, 
copies of which may be secured free of charge upon request. 



90 The Institute of International Education 



Chapter XI • 

SPECIAL PROBLEMS 
Choice of a School 

The first problem which confronts a prospective student 
in the United States is the choice of a college or university 
best suited to his needs. The United States Bureau of 
Education, Washington, D. C, through its Biennial 
Reports and Bulletins furnishes lists of educational 
institutions of different kinds and gives accounts of 
general conditions such as entrance requirements and 
the work required for college degrees. The following 
organizations may be consulted free of charge for advice 
on the educational opportunities in the United States : 
The Institute of International Education, 419 West 

117th Street, New York 
American Council on Education, 818 Connecticut Avenue, 

Washington, D. C. 
The Committee on Friendly Relations Among Foreign 

Students, 347 Madison Avenue, New York. 

A list of recognized colleges has been published by 
the American Council on Education, and is reprinted on 
p. 16. Other lists in different branches of study are 
given in this Bulletin. 

As a general principle it is considered most advisable 
that foreign students should have completed the work 
of an undergraduate college before entering an American 
institution if they are to derive the greatest benefit from 
their study here. A sound preparation in their own 
country and familiarity with their own cultural back- 
ground will serve as the best foundation for graduate 
study in the United States along the lines that may be 



Opportunities for Higher Education in the United States 91 

selected, and particularly if it is intended to prepare a 
dissertation for the Ph.D. degree. 

Knowledge of English 

How much English one should know is the second 
problem which the foreign student must solve. It is 
recommended that, before coming to the United States, 
the foreign student acquire enough English to enable 
him to understand the lectures and to find his way in 
the country. The whole question of adjustment of 
educational qualifications to the requirements of American 
institutions has to be looked into carefully and deliberately 
with a view to avoiding unnecessary wastage of time and 
expense. 

Finances 

Another question relates to the amount of money to 
be brought by the foreign student when he comes to 
the United States. The danger here lies on the side of 
bringing too little rather than too much. A number of 
foreign students seem to think that somehow in the United 
States they can work, support themselves, study and 
win diplomas. It is true that the opportunities for 
work for the ambitious, energetic and adaptable student 
are numerous, yet it is necessary that students should 
guard against overwork, physically and mentally. They 
should enjoy leisure hours for growth and meditation 
and should take advantage of their being here to observe 
and study institutional movements, other than those 
they find in their local college curricula. 

We recommend that the foreign student bring with 
him, in addition to his sea and land fares, a minimum 
of $500 which will carry him through the first half year. 
A great deal depends after that upon his own industry 
and ability. 



92 The Institute of International Education 

It is also suggested that, unless there is a definite reason 
for special preparation or travel, no foreign student should 
arrive in the United States in the spring or summer 
months. Colleges begin their sessions in the latter part 
of September. If one reaches the United States in the 
spring he can hardly fit into the classes that have been in 
session since February or October, and if he arrives in the 
summer he will find all classes, except summer schools, 
closed. 

Students should locate on the map the university they 
intend to visit, so that they may get an idea of the number 
of miles of railway travel that will be involved. It costs 
almost as much to travel from New York to a western 
university, as it costs to come from France or England 
to America. 



APPENDIX 



TABLE OF DEGREES 

Bachelor's Degrees 

A.B. or B.A Bachelor of Arts 

B.Agr Bachelor of Agriculture 

B.Arch Bachelor of Architecture 

B.A. in Ed Bachelor of Arts in Education 

B.B.A Bachelor of Business Administration 

B.Chem Bachelor of Chemistry 

B.C.E Bachelor of Chemical Engineering 

B.C.S Bachelor of Commercial Science 

B.Cr.E Bachelor of Ceramics Engineering 

B.D. or D.B Bachelor of Divinity 

B.E.E Bachelor of Electrical Engineering 

B.Ed Bachelor of Education 

B.F.A Bachelor of Fine Arts 

B.Eng Bachelor of Engineering 

B.E.M Bachelor of Mining Engineering 

B.M.E Bachelor of Mechanical Engineering 

B.J Bachelor of Journalism 

B.L., B.Litt., or Litt.B Bachelor of Literature 

B.L.Sc Bachelor of Library Science 

B.Mus. or Mus.B Bachelor of Music 

B.Ped Bachelor of Pedagogy 

B.S. or S.B Bachelor of Science 

B.Sc.Agr Bachelor of Scientific Agriculture 

B.S. in Agr Bachelor of Science in Agriculture 

B.S. in Agr. Ed Bachelor of Science in Agricultural 

Education 

B.S. in Agr. Eng Bachelor of Science in Agricultural 

Engineering 

B.S. in Agron Bachelor of Science in Agronomy 

B.S. in Animal Husbandry 

B.S. in Arch Bachelor of Science in Architecture 

B.S. in Arch. Eng Bachelor of Science in Architectural 

Engineering 

B.S. in Biol Bachelor of Science in Biology 

B.S. in Business 

B.S. in Cer Bachelor of Science in Ceramics 



94 The Institute of International Educatio?i 

B.S. in Chem Bachelor of Science in Chemistry 

B. S. in Chemical Engineering 

B.S. in C.E Bachelor of Science in Civil En- 
gineering 

B.S. in Coal Mining Engineering 

B.S. in Com Bachelor of Science in Commerce 

B.S. in Dairying 

B.S. in Dentistry 

B.S. in Econ Bachelor of Science in Economics 

B.S. in Ed Bachelor of Science in Education 

B.S. in El. Eng Bachelor of Science in Electrical 

Engineering 

B.S. in Fire Protection Engineering 

B.S. in Floriculture 

B.S. in For Bachelor of Science in Forestry 

B.S. in Geology and Mining 

B.S. in H. Econ Bachelor of Science in Home Eco- 
nomics 

B.S. in Horticulture 

B.S. in Household Science 

B.S. in Ind. Arts Bachelor of Science in Industrial 

Arts 

B.S. in Landscape Gardening 

B.S. in Law 

B.S. in Hydraulic Engineering 

B.S. in Mech. Eng Bachelor of Science in Mechanical 

Engineering 

B.S. in Med Bachelor of Science in Medicine 

B.S. in Met. Eng Bachelor of Science in Metallurgical 

Engineering 

B.S. in Min. Eng Bachelor of Science in Mining 

Engineering 

B.S. in Mun. and San. Eng Bachelor of Science in Municipal 

and Sanitary Engineering 

B.S. in Ped Bachelor of Science in Pedagogy 

B.S. in Phar Bachelor of Science in Pharmacy 

B.S. in Railway Civil Engineering 

B.S. in Railway Electrical Engineering 

B.S. in Railway Engineering 

B.S. in Railway Mechanical Engineering 

B.S. in San. Eng Bachelor of Science in Sanitary 

Engineering 

B.S. in Structure Design 

B.S. in S.T Bachelor of Science in Sugar Tech- 
nology 

B.S. in Textile Industry 



Appendix 95 

Graduate in Music 

J.C.B Bachelor in Canon Law 

L.H.B Bachelor of Literature 

LL.B Bachelor of Laws 

Ph.B Bachelor of Philosophy 

Ph.B. in Com Bachelor of Philosophy in Commerce 

Ph.B. in Jour Bachelor of Philosophy in Journalism 

Ph.C Pharmaceutical Chemist 

Ph.G Graduate in Pharmacy 

Phar.B Bachelor of Pharmacy 

S.T.B Bachelor of Sacred Theology 

Higher Degrees 

A.E Agricultural Engineer 

A.M. or M.A Master of Arts 

Arch Architect 

Arch. Eng Architectural Engineer 

Cer. Eng Ceramics Engineer 

Chem. Eng Chemical Engineer 

C.E Civil Engineer 

C.P.H Certificate in Public Health 

C.S Certified Sanitarian 

D.C.L Doctor of Civil Law 

D.D.S Doctor of Dental Surgery 

D.D.Sc Doctor of Dental Science 

D. Eng. or Eng. D Doctor of Engineering 

D.M.D. Doctor of Dental Medicine 

D.Sc. or Sc.D Doctor of Science 

D.P.H Doctor of Public Health 

D.V.M. or V.M.D Doctor of Veterinary Medicine 

E.E Electrical Engineer 

E.M Engineer of Mines 

El. Met Electrometallurgist 

Fire Protection Engineer 
Graduate in Architecture 
Graduate in Public Health 

J. CD Doctor in Canon Law 

J.C.L. Licentiate in Canon Law 

J.D., Jur.D., or D.Jur Doctor of Law 

L.H.D Doctor of Literature 

LL.D Doctor of Laws 

LL.M Master of Laws 

Mar.E Marine Engineer 

M.Arch Master of Architecture 

M.B.A Master in Business Administration 



9 6 



The Institute of International Education 



M.C.E Master of Civil Engineering 

M.C.L Master of Civil Law 

M.C.S Master of Commercial Science 

M.D Doctor of Medicine 

M.E Mechanical Engineer 

M-E.E Master of Electrical Engineering 

Met.E Metallurgical Engineer 

M.F Master of Forestry 

M.L Master of Literature 

M.L.A Master of Landscape Architecture 

M.L.D Master of Landscape Design 

M.M.E Master of Mechanical Engineering 

M.P.L Master of Patent Law 

M.Ped Master of Pedagogy 

M.S.A Master of Scientific Agriculture 

M.S. or S.M Master of Science 

M.S. in Agr Master of Science in Agriculture 

M.S. in Arch Master of Science in Architecture 

M.S. in Eng Master of Science in Engineering 

M.S. in For Master of Science in Forestry 

.M.S. in Min. E Master of Science in Mining En- 
gineering 
M.S. in Public Health 

M.S.T. or S.T.M Master of Sacred Theology 

Na'v. Arch Naval Architect 

Pd.D Doctor of Pedagogy 

Pd.M Master of Pedagogy 

Ph.D Doctor of Philosophy 

Ph.M Master of Philosophy 

Phm.D Doctor of Pharmacy 

Phm.M Master of Pharmacy 

S.J.D Doctor of Law 

S.T.D. Doctor of Sacred Theology 

S.T.I Licentiate in Sacred Theology 



Appendix 97 



BIBLIOGRAPHY 
General Education 

Briggs, T. H. The Junior High School, Boston, 1920 

Cubberley, E. P. Public Education in the United States, Boston, 1919 

Dutton, S. T. and Snedden, S. Public School Administration in the 

United States, New York, 191 2 
Inglis, A. I. Principles of Secondary Education, Boston, 1918 

Higher Education 

Baker, J. H. American University Progress, New York, 1916 
Foster, W. T. Administration of the College Curriculum, Boston, 191 1 
Klapper, P. College Teaching, New York, 1920 

Keppel, F. P. The Undergraduate and His College, New York, 1917 
Thwing, C. F. A History of Higher Education in America, New York, 
1906 

United States Bureau of Education, Bulletins: 

191 5 No. 27 Opportunities for Foreign Students at the Colleges 
and Universities in the United States 
Statistics of State Universities and State Colleges 
Recent Movements in College and University Admin- 
istration 
Accredited Higher Institutions 
The Curriculum of the Woman's College 
Facilidades Ofredidas a los Estudiantes Extranjeros 
Instruction in Journalism in Institutions of Higher 

Education 
A Survey of Higher Education, 1916-18 
Requirements for the Bachelor's Degree 
Agricultural and Mechanical Colleges 
Facilities for Foreign Students in American Colleges 
and Universities 
1920 No. 40 The Curriculum of Agricultural Colleges 

Carnegie Foundation for the Advancement of Teaching, Bulletins 
No. 4 Medical Education in the United States and Canada 
No. 8 The Common Law and the Case Method in American Uni- 
versity Law Schools 
No. 1 1 Engineering Education 



1916 


No. 


6 


1916 


No. 


4<-> 


1917 


No. 


17 


1918 


No. 


6 


1918 


No. 


16 


1918 


No. 


21 


1919 


No. 


22 


1920 


No. 


7 


1920 


No. 


8 


1920 


No. 


39 



DISTANCES IN MILES BETWEEN CITIES OF THE 
UNITED STATES BY LAND 

(See map enclosed) 



Cities and States 



Birmingham, Alabama .... 

Tucson, Arizona 

Little Rock, Arkansas .... 
San Francisco, California . . . 

Denver, Colorado 

New Haven, Connecticut . . . 

Newark, Delaware 

Washington, District of Columbia 

Gainesville, Florida 

Atlanta, Georgia 

Moscow, Idaho 

Chicago, Illinois 

Indianapolis, Indiana .... 

Iowa City, Iowa 

Lawrence, Kansas 

Lexington, Kentucky 

New Orleans, Louisiana . . . 

Portland, Maine 

Baltimore, Maryland 

Boston, Massachusetts .... 
Ann Arbor, Michigan .... 
Minneapolis, Minnesota . . . 

Jackson, Mississippi 

St. Louis, Missouri 

Missoula, Montana 

Lincoln, Nebraska 

Reno, Nevada 

Hanover, New Hampshire . . 
Princeton, New Jersey .... 
Albuquerque, New Mexico . . 
New York, New York .... 
Chapel Hill, North Carolina 
Bismarck, North Dakota . . . 

Columbus, Ohio 

Norman, Oklahoma 

Portland, Oregon 

Philadelphia, Pennsylvania . . 
Providence, Rhode Island . . . 
Charleston, South Carolina . . 
Vermilion, South Dakota . . . 

Knoxville, Tennessee 

Austin, Texas 

Salt Lake City, Utah 

Burlington, Vermont 

Charlottesville, Virginia 

Seattle, Washington 

Morgantown, West Virginia . . 

Madison, Wisconsin 

Laramie, Wyoming 



New 


New 


San 


York 


Orleans 


Francisco 


Miles 


Miles 


Miles 


990 


355 


2,520 


2,601 


1,503 


983 


1,290 


456 


2,237 


3,182 


2,482 




1,926 


i,357 


i,376 


72 


L4I7 


3,263 


128 


1,254 


3,137 


228 


1,144 


3,069 


1,068 


616 


3,098 


876 


496 


2,810 


2,733 


2,760 


1,194 


912 


920 


2,279 


825 


862 


2,380 


i,i49 


998 


2,052 


1,382 


1,020 


1,946 


781 


664 


2,567 


1,345 




2,482 


350 


1,686 


3,4io 


188 


1,184 


3,o8i 


235 


1,607 


3,313 


729 


1,064 


2,515 


1,332 


1,285 


2,101 


1,369 


184 


2,651 


1,065 


699 


2,199 


2,569 


2,269 


1,138 


1,463 


1,089 


1,928 


2,939 


2,725 


243 


320 


1,692 


3,336 


48 


1,324 


3,143 


2,298 


1,264 


1,199 




i,372 


3,191 


58i 


992 


3,236 


1,767 


1,720 


1,866 


637 


945 


2,593 


1,626 


770 


2,012 


3,204 


2,746 


722 


9i 


1,281 


3,100 


184 


L530 


3,30o 


739 


776 


3,H9 


1,457 


1,208 


1,856 


738 


609 


2,876 


L979 


528 


L993 


2,442 


1,928 


823 


301 


1,673 


3,248 


343 


1,029 


2,855 


3,i5i 


2,93i 


957 


489 


1,097 


2,792 


1,041 


1,041 


2,361 


1,680 


L524 


1,213 



Note: The cost of traveling from New York, New Orleans or San Fran- 
cisco to any of the cities named can be estimated by multiplying the dis- 
tance given in miles by four cents. This does not include Pullman reserva- 
tion or cost of meals en route. 



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INDEX 



American council on education, 15- 
25. 90 

British equivalents for degrees, 26- 

27 
Business schools, 34-36 

Credit system, 14-15 

Degrees, 8-9, 11, 15-24, 27-28, 33- 
37. 40-41- 47-50, 53, 57-58, 60; 
women's colleges, 71 

Dissertations, for Ph.D. degree, 15, 

17 
Dormitories, 84 

Earning by outside work, 14, 88-89 
Entrance requirements, 12-15 

Fellowships, 62, 89 

Foreign students, admission require- 
ments, 13-14 

French equivalents for degrees, 25- 
26 

Friendly relations committee, 79- 
81, 90 

Group system, 1 1 

Health certificates, as admission re- 
quirements, 13 



Honor system, 12; in women's col- 
leges, 70 

Immigration laws, 92 
Institute of international education, 
25. 71-72, 90 

Lecture system, 12 
Loan funds, 89 

Outside work, earning by, 14, 88-89 

Passports, 92 

Points, defined, 14-15 

Preceptorial system, 11-12 

Scholarships, 62, 68, 89 

Semester system, 12 

State universities, 7 

Statistics of foreign students, 82-83 

Student publications, 80 

Student societies, 74-75, 80 

Thesis requirements, 15, 2 7 
Tuition fees, 14, 84-86; women's 
colleges, 68 

Unit, defined, 12-13 

Women, admitted to theological 
seminaries, 62 



PREVIOUS PUBLICATIONS 
1919 

Announcement of Founding of Institute. 

1920 

Bulletin No. 1. First Annual Report of the Director. 

Bulletin No. 2. For Administrative Authorities of Universities and 

Colleges. 
Bulletin No. 3. Observations on Higher Education in Europe. 
Opportunities for Higher Education in France. 
Opportunities for Graduate Study in the British Isles. 

For the International Relations Clubs 

Syllabus No. I. Outline of the Covenant of the League of Nations. 
Syllabus No. II. The Past, Present and Future of the Monroe Doctrine. 
Syllabus No. III. The History of Russia from Earliest Times. 
Syllabus No. IV. The Russian Revolution. 
Syllabus No. V. The Question of the Balkans. 
Syllabus No. VI. Modern Mexican History. 

1921 

Bulletin No. 1. Second Annual Report of the Director. 
Bulletin No. 2. Opportunities for Higher Education in Italy. 
Bulletin No. 3. Serials of an International Character 

(Tentative List for Libraries) 
Bulletin No. 4. Educational Facilities in the United States for South 
African Students. 






ADVISORY COUNCIL 



Addams, Jane 
Alderman, President Edwin 
Ames, Dean Herman V. 
Andrews, Fanny Fern 
Biggs, Dr. Herman 
Blakeslee, Professor G. H. 
Brookings, Robert S. 
Bruere, Henry 
Bull, Dr. Carroll G. 
Burton, President M. L. 
Byrne, James 

Coolidge, Professor Archibald 
Cravath, Paul D. 
Cunliffe, Professor J. W. 
Davis, Katherine B. 
Downer, Professor Charles A. 
Ely, Professor Richard T. 
Filene, A. Lincoln 
Finley, Dr. John H. 
Fosdick, Dr. Harry E. 
Gilbert, Cass 
Gildersleeve, Dean V. C. 
Goodnow, President F. J. 
Hadley, Dr. A. T. 
Hale, Dr. George E. 
Harrington, Governor E. C. 
Hazen, Professor Charles D. 
Hibben, President J. G. 
Howe, Professor Henry M. 
Hughes, Hon. Charles E. 
Jenks, Professor Jeremiah 
Judson, President H. P. 
Keppel, Frederick P. 
Keyser, Professor C. J. 
Lovett, President Edgar 
Lowell, President A. L. 
MacCracken, President H. N. 



Mali, Pierre 

Main, President J. H. T. 
Mannes, David 
Marling, Alfred E. 
Meiklejohn, President A. 
Milliken, Professor R. A. 
Moore, Professor E. H. 
Morgan, William Fellowes 
Neilson, President W. A. 
Noyes, Professor Arthur A. 
Payne, President Bruce R. 
Pendleton, President Ellen T. 
Pupin, Professor Michael I. 
Putnam, Herbert 
Richardson, Dr. E. C. 
Robinson, Dr. Edward 
Sachs, Professor Julius 
Salmon, Dr. Thomas W. 
Schwedtman, Ferdinand C. 
Severance, Mrs. C. A. 
Shanklin, President W. A. 
Shorey, Professor Paul 
Shotwell, Professor J. T. 
Showerman, Professor Grant 
Stimson, Henry L. 
Stokes, Dr. Anson Phelps 
Storey, Professor Thomas A. 
Suzzallo, President Henry 
Thomas, President M. Carey 
Todd, Professor Henry A. 
Townsend, Hon. John G. 
Vincent, Dr. George E. 
Wald, Lillian D. 
White, Professor Henry C. 
Wilkins, Professor Ernest H. 
Wilson, Professor George G. 
Woodbridge, Dean F. J. E. 



Woolley, President Mary E. 



LIBRARY OF CONGRESS 



022 167 125 9 



